HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
SS 6 12 Presentation
1. Common Core and Essential Standards
2011 Summer Institutes
K-12 Social Studies
2. Logistics:
• Session materials
• For unanswered Questions
and additional discussion?
Use the Parking Lot.
• Break time
• Limit technology use (i.e.
phones, laptops) to session
activities
• Online Intel community
(optional)
4. Intel Online Community
• Access the Intel site at
http://engage.intel.com
• See handout for
registration information.
5. Connections To The North Carolina
Information and Technology Standards
Sources of Information
•Classify useful sources of information.
Informational Text
•Understand the difference between text read for
enjoyment and text read for information.
Technology as a Tool
•Use technology tools and skills to reinforce classroom
concepts and activities.
Research Process
•Understand the importance of good questions in
The Information and conducting research.
Technology Essential
Standards go into effect Safety and Ethical Issues
July 2010. •Remember safety and ethical issues related to the
responsible use of information and technology resources.
8/12/2011 • page 5
6. Connections To The North Carolina
Information and Technology Standards
TECHNOLOGY AS A TOOL
Use technology and other resources for
assigned tasks.
1. Use appropriate technology tools and other
resources to access information (multi-
database search engines, online primary
resources, virtual interviews with content
experts).
2. Use appropriate technology tools and other
resources to organize information (e.g.
online note-taking tools, collaborative
wikis).
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/info-technology/grade6.pdf
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/info-technology/grades9-12.pdf
8/12/2011 • page 6
7. Connections To The North Carolina Professional Standards
Links to these Professional Standards are in the community.
http://www.dpi.state.nc.us/docs/profdev/
standards/teachingstandards.pdf 7
8. Connections To The North Carolina Professional
Teaching Standards
STANDARD I: Teachers demonstrate leadership.
Teachers demonstrate leadership in the school.
• Work collaboratively with all school personnel to create a
professional learning community
• Analyze data
• Develop goals and strategies through the school improvement
plan
• Assist in determining school budget and professional
development
• Participate in hiring process
• Collaborate with colleagues to mentor and support teachers to
improve effectiveness
Teachers lead the teaching profession.
• Strive to improve the profession
• Contribute to the establishment of positive working conditions
• Participate in decision-making structures
• Promote professional growth
http://www.dpi.state.nc.us/docs/profdev/ 8
standards/teachingstandards.pdf
9. Connections To The North Carolina Professional
Teaching Standards
STANDARD III: Teachers know the content they
teach.
• Teachers align their instruction with the North
Carolina Standard Course of Study.
• Teachers know the content appropriate to
their teaching specialty.
• Teachers recognize the interconnectedness
of content areas/disciplines.
• Teachers make instruction relevant to
students.
STANDARD V: Teachers reflect on their practice.
• Teachers link professional growth to their
professional goals.
http://www.dpi.state.nc.us/docs/profdev/
standards/teachingstandards.pdf 9
10. Connections To The North Carolina Professional
Standards for Central Office Administrators
AREA ONE: Vision
The central office administrator is an educational
leader who…
• facilitates the development, implementation,
and communication of a shared vision of
learning that reflects excellence and equity
for all students throughout the school system.
AREA TWO: High Student Performance
The central office administrator is an educational
leader who …
• promotes the development of organizational,
instructional, and/or assessment strategies to
enhance teaching and learning for all
students throughout the system.
http://www.dpi.state.nc.us/docs/profdev/standards/
10
school-executives-standards/administrators.pdf
11. Connections To The North Carolina Professional
Standards for Principals and Assistant Principals
STANDARD 2: Instructional Leadership
School executives…
• will set high standards for the professional practice
of 21st century instruction and assessment
• must be knowledgeable of best instructional and
school practices and must use this knowledge to
cause the creation of collaborative structures
within the school for the design of highly engaging
schoolwork for students
STANDARD 4: Human Resource Leadership
School executives…
• will ensure that the school is a professional learning
community
• must provide for results-oriented professional
development that is aligned with identified 21st century
curricular, instructional, and assessment needs, is
connected to school improvement goals and is
differentiated based on staff needs
http://www.dpi.state.nc.us/docs/profdev/standar
11
ds/school-executives-standards/principals.pdf
12. Purpose & Expected Outcomes: Part One
You will be able to:
• Summarize what is different about the
organizational structure of the K-12
Social Studies Essential Standards
Use of Revised Bloom’s Taxonomy
Use of Strands
Conceptual focus
• Integrate Technology as a tool for
curriculum development
12
13. Use of Revised
Bloom’s Taxonomy
in the development
of the North
Carolina Social
Studies Essential
Standards
14. Revised Bloom’s Taxonomy
• Provides the cognitive
framework used for all of the
North Carolina Essential
Standards
• Provides common language for
all curriculum areas
• Use of one verb
15.
16.
17. Use of Strands in
the North Carolina
Social Studies
Essential
Standards
20. The Five Conceptual Strands
Time, Individuals,
Continuity & Groups &
Change Institutions
Science,
Technology &
Society People,
Places &
Environments
Civic Ideals &
Practices
Culture
Power, Authority
& Governance Individual
Development
& Identity
Production,
Distribution &
Global
Consumption
Connections
21. The Strands Reflection
Table Talk: In your group, discuss the following questions
and come to a consensus.
Which strand tends to receive…
The most attention? Why?
The least amount of attention? Why?
22. The Strands Reflection Group Debrief
Which discipline represented in the Which receives the least
five conceptual strands do you think instructional time?
receives the most instructional time?
History History
MS : HS:
MS : HS:
Civics and Government Civics and Government
MS : HS:
MS : HS:
Geography and Environmental
Geography and Environmental Literacy
Literacy
MS : HS: MS : HS:
Economics and Personal Finance Economics and Personal Finance
MS : HS: MS : HS:
Culture Culture
MS : HS: MS : HS:
8/12/2011 • page 22
24. History Lesson
Think about this:
1. What strategies
did Seinfeld use to
promote student
understanding?
2. What could
Seinfeld have
done to better
promote student
thinking and
understanding?
8/12/2011 • page 24
25. The Paradigm Shift
From Teaching
To
& Teaching
Learning Topically &
Learning
Conceptually
http://www.supermanhomepage.com/multimedia/Wallpaper-Images2/phonebooth.jpg
8/12/2011 • page 25
26. The Structure Of Knowledge
PRINCIPLES &
GENERALIZATIONS
CONCEPT CONCEPT
F F F F F F F
A A A A A A A
C C C C C C C
T T T T T T T
8/12/2011 • page 26
30. Concepts
• Timeless
• Universal
• Transferable
• Abstract and broad (to
various degrees)
• Examples share
common attributes
• Represented by 1-2
words
• Never proper nouns
8/12/2011 • page 30
31. Concept vs. Topic?
ENVIRONMENT
MANIFEST DESTINY
COMPUTER AGE
GREAT DEPRESSION
CULTURE
SUPPLY AND DEMAND
MOVEMENT
SYSTEM
CIVIL WAR
NOTE: For purposes of this activity all terms appear in all caps so that you may
not use rules of capitalization to distinguish between a concept and topic.
8/12/2011 • page 31
32. Answers to Activity
CONCEPTS TOPICS
Environment Manifest Destiny
Culture Computer Age
Supply and Demand Great Depression
Movement
System
Civil War
8/12/2011 • page 32
33. Traditional Standards and Curriculum…
are topic-based and focused mostly on
the facts
History: Colonial Era, Lost Colony American Revolution,
American Civil War
Cultural Geography: South America and Europe, Swahili,
Aborigines, Buddhism
Civics & Economics: American Revolution, U.S.
capitalism, Brown vs. Board of Education, mercantilism
8/12/2011 • page 33
34. Conceptual Standards and Curriculum…
are concept-based and focused
“transferable ideas”
History: continuity and change, leadership, revolution, war,
conflict
Cultural Geography: climate change, location, resources,
environmental challenges, human migration, cultural
development
Civics & Economics: scarcity, justice, freedom, authority,
trade
Transferable idea: Leadership may dictate how nations
respond to environmental challenges and issues of social
justice.
8/12/2011 • page 34
35. Common Core and Essential Standards
2011 Regional Summer Institutes
Part 2
K-12 Social Studies
36. Purpose & Expected Outcomes: Part Two
You will be able to:
• Understand content changes and their
implications for K-12 Social Studies
• Understand the intended use of the K-12 Social
Studies Crosswalk documents.
• Understand the intended use of the K-12 Social
Studies Unpacking documents.
• Understand how to organize the K-12 Social
Studies Essential Standards into Units of
Instruction.
36
38. Sixth and Seventh Grade
• 6th grade is the first time that students are
introduced to the world
• 6th Grade: Shift from a study of just Europe and
South America to an integrated study of the
Ancient World through Exploration
• 7th Grade: Shift from a study of just Africa, Asia,
and Australia to an integrated study of the Age
of Exploration to the present
• 7th Grade economic concepts are more
sophisticated
• Both courses should be taught from a
Comparative perspective
Case study approach
39. Eighth Grade
• Parallel study of North
Carolina and the
United States
• Revolutionary era to
contemporary times
• Integration of
Personal Financial
Literacy
40. New Social Studies Electives
• Turning Points in American History
• 21st Century Geography
• Sociology
• Psychology
• American Humanities
• World Humanities
• The Cold War
• Twentieth Century Civil Liberties & Civil
Rights
Note: The electives that are a part of the current SCOS may continue to be
offered as elective choices with the implementation of the new Essential
Standards next school year, 2012.
8/12/2011 • page 40
41. Civics and Economics
• Standards are written to three
strands
Civics & Government Strand
Economics Strand
Personal Financial Literacy Strand
(A Microcosm of the Economic Strand)
• The addition of Personal
Financial Literacy
• Elements of History, Geography
and Culture are integrated
throughout the course.
8/12/2011 • page 41
42. World History
• Addresses six periods
that reflect accepted
periodization by the
World History Association
• Key focus of study is
from mid 15th century to
present
• Skills Standard
integrated
8/12/2011 • page 42
43. United States History I & II
• United States History I begins with
the European exploration of the
New World and continues through
the era of Reconstruction
• United States History II
begins at the end of the
Reconstruction era and continues
through present-day
• Two distinct courses
• Similar standards/objectives
• Skills standard integrated
8/12/2011 • page 43
47. Intended Use of Crosswalks
• To identify gaps in content
(where something new may
exist)
• To identify existing resources
that can be repurposed
• To identify professional
development needs based on
new content areas
8/12/2011 • page 47
48. This Crosswalk …
…can show you the
cross of the old cognitive
process with the new
…can help you see type of
knowledge
…can show you how even
if the content is the same
or similar that there are
differences is in what the
student is being asked to
do with the content
…can help you see the
gaps that may exist where
content is moved from one
grade to another
…can help you see if you
have resources to support
the new
…can help you see where
teachers may need more
PD or PD they have never
had before
51. Unpacking the Essential Standards:
The unpacking document…
• Identifies what a student must understand
(Conceptual Knowledge)
• Concepts and Generalizations
• Identifies what a student must know
(Factual Knowledge)
• Critical Content
• Identifies what a student must be able to do
(Procedural Knowledge)
• Skills
52. the United States.
Concept(s): Change, Individuals, Groups, Migration, Immigration, Technology, Innovation, Continuity
Clarifying Objectives Unpacking
What does this standard mean a student will know, understand and be able to do?
8.H.3.1 Explain how migration and The student will understand:
immigration contributed to the Migration and immigration helps to shape the development of a state and nation by contributing
development of North Carolina and the new ideas, culture, and a workforce.
United States from colonization to Migration and immigration patterns may change due to environmental and societal changes.
contemporary times (e.g. westward
movement, African slavery, Trail of The student will know:
Tears, the Great Migration and Ellis and Reasons why people immigrate to the United States.
Angel Island). Reasons for migration within the United States with specific emphasis on the reasons for migration
to and from North Carolina. This includes both forced and voluntary migration.
Changing demographics of North Carolina and the United States as a result of immigration to the
United States and migration within the United States and North Carolina.
8.H.3.2 Explain how changes brought The student will understand:
about by technology and other Technology encompasses many different types of innovation.
innovations affected individuals and Technology and innovation can lead to societal changes and economic growth.
groups in North Carolina and the United
States (e.g. advancements in The student will know:
transportation, communication networks Identify technological advances in United States/North Carolina history (e.g., cotton gin, canals,
and business practices). railroads, Wright Brother’s airplane, Research Triangle Park, Dismal Swamp Canal).
How the various innovations came to fruition as well as their impact on individuals and groups in
various regions of North Carolina and the United States.
8/12/2011 • page 52
53. WH.H.1 Apply the four interconnected dimensions of historical thinking to the World History Essential
Standards in order to understand the creation and development of societies/civilizations/nations over time.
Concept(s): Historical Thinking
Clarifying Objective Unpacking
What does this standard mean a student will know, understand and be able to
do?
WH.H.1.1 The student will know
Use Chronological Thinking to: Chronological thinking is the foundation of historical reasoning—the
ability to examine relationships among historical events and to explain
1. Identify the structure of a historical
historical causality.
narrative or story: (its beginning,
The student will be able to
middle and end) Deconstruct the temporal structure (its beginning, middle, and end) of
2. Interpret data presented in time various types of historical narratives or stories. Thus, students will be able
lines and create time lines to think forward from the beginning of an event, problem, or issue through
its development, and anticipate some outcome; or to work backward from
some issue, problem, or event in order to explain its origins or development
over time.
Interpret data presented in time lines in order to identify patterns of
historical succession (change) and historical duration (continuity).
Create time lines to record events according to the temporal order in which
they occurred and to reconstruct patterns of historical succession and
duration.
8/12/2011 • page 53
54. For Example:
Clarifying Objective:
7.G.1.1 Explain how environmental conditions and human response to
those conditions influence modern societies and regions (e.g. natural
barriers, scarcity of resources and factors that influence settlement).
Understanding/Generalization:
PRINCIPLES &
The student will understand that…
GENERALIZATION
S Environmental conditions may alter
CONCEPT CONCEPT human settlement patterns.
TOPIC
F F F F F F F
A A A A A A A
C C C C C C C
T T T T T T T
8/12/2011 • page 54
55. Group Activity:From Concepts to Generalizations
USH1.H.8.2 Explain how opportunity and
mobility impacted various groups within
American society through Reconstruction
(e.g., City on a Hill, Lowell and other “mill
towns,” Manifest Destiny, immigrants/migrants,
PRINCIPLES &
Gold Rush, Homestead Act, Morrill Act,
GENERALIZATIONS
Exodusters, women, various ethnic groups, etc.).
CONCEPT CONCEPT 1. What are the state concepts you see in the
objective?
TOPIC 2. What are some other concepts that you
could teach from this standard? (implied
F F F F F F F concepts)
A A A A A A A
C C C C C C C 3. From the concepts, write a generalization
T T T T T T T /understanding.
55
56. Civics and Government Strand
Essential Standard:
8.C&G.2 Understand the role that citizen participation plays in societal change.
Concept(s):
Clarifying Objectives Unpacking
What does this standard mean a student will know, understand and be able to do?
8.C&G.2.1 Evaluate the The student will understand:
effectiveness of various approaches
used to effect change in North
Carolina and he United States (e.g.
picketing, boycotts, sit-ins, voting,
marches, holding elected office and The student will know:
lobbying).
The student will be able to:
8/12/2011 • page 56
57. Civics and Government Strand
Essential Standard:
CE.C&G.4 Understand how democracy depends upon the active participation of
citizens.
Concept(s):
Clarifying Objectives Unpacking
What does this standard mean a student will know, understand and be able
to do?
CE.C&G.4.3 Analyze the roles of The student will understand:
citizens of North Carolina and the United
States in terms of responsibilities,
participation, civic life and criteria for
membership or admission (e.g., voting, The student will know:
jury duty, lobbying, interacting
successfully with government agencies,
organizing and working in civic groups,
volunteering, petitioning, picketing,
The student will be able to:
running for political office, residency,
etc.).
8/12/2011 • page 57
58. A Look At How 8.C&G.2 And
CE.C&G.4.3 Have Been Unpacked
Question to consider: What observations
can you make as you see how different
groups and DPI have unpacked the same
objective?
8/12/2011 • page 58
59. Civics and Government Strand
Essential Standard:
8.C&G.2 Understand the role that citizen participation plays in societal change.
Concept(s):
Clarifying Objectives Unpacking
What does this standard mean a student will know, understand and be able to do?
The student will understand:
8.C&G.2.1 Evaluate the
• Citizen participation takes many different forms in a democratic society.
effectiveness of various
• Political leaders respond to citizen action, although change is often slow.
approaches used to effect • The effectiveness of an action may be evaluated in different ways.
change in North Carolina and he
United States (e.g. picketing, The student will know:
boycotts, sit-ins, voting, • Democratic political systems are based on the general assumption that
marches, holding elected office the majority of citizens are entitled to make the choice as to what is best
for the society, thus all forms of political participation are open to
and lobbying).
everyone.
• The various forms that citizen participation can take.
• Instances when citizen action produced societal change.
• Criteria to evaluate the effectiveness of various approaches used to
effect change (e.g., whether the actors received desired outcomes such
as change in laws, access to opportunities otherwise denied).
8/12/2011 • page 59
60. Civics and Government Strand
Essential Standard:
CE.C&G.4 Understand how democracy depends upon the active participation of citizens.
Concept(s):
Clarifying Objectives Unpacking
What does this standard mean a student will know, understand and be able
to do?
CE.C&G.4.3 Analyze the roles of citizens of The student will understand:
North Carolina and the United States in terms of • Citizenship involves recognition of individual rights and responsibilities
responsibilities, participation, civic life and for political participation and encourages personal, social, economic,
criteria for membership or admission (e.g., and political choice.
• Political, religious, and economic freedoms provided to citizens are
voting, jury duty, lobbying, interacting
often accompanied by the responsibility of active civic participation at
successfully with government agencies, the individual, community, state, and national levels.
organizing and working in civic groups, • An increased level of citizen participation results in a more
volunteering, petitioning, picketing, running for representative government.
political office, residency, etc.).
The student will know:
• Various ways individuals participate in civic life.
• The criteria for becoming a United States citizen.
• The role citizens play in influencing government policies and actions.
• Effective methods of influencing government.
8/12/2011 • page 60
62. Unit Development with an
Integrated, Intra-/Interdisciplinary Approach
Arts Education K-12 SOCIAL STUDIES CURRICULUM
English/
Language Arts
English
Language
Development
Healthful Living
Information &
Technology
Skills
Mathematics
Science
World
Languages
8/12/2011 • page 62
http://www.jigsawplanet.com/?rc=play&pid=0e9011bef5ce
63. Organizing Standards As
Units Of Instruction
It’s A Process!
Step 1: Start with the Essential Standards.
Step 2: Deconstruct the Essential Standards and the
Clarifying Objectives.
Step 3: Create an outline of units you may teach for the
entire year/semester.
Step 4: Create a Concept/Content web.
Step 5: Write understandings/generalizations
8/12/2011 • page 63
64. ORGANIZING CURRICULUM AS
UNITS OF INSTRUCTION
Step 1: Identify the state standards for the grade level
or course for which you will develop curriculum.
For Example:
Seventh Grade Social Studies
ESSENTIAL TANDARDS
For Example: For Example:
WORLD HISTORY N.C. HISTORY
ESSENTIAL TANDARDS ESSENTIAL STANDARDS
8/12/2011 • page 64
65. Step 2: Deconstruct the standards to pinpoint the types
of knowledge students are expected to learn
{topics, concepts, and skills} as well as the
intended cognitive process.
The Student will: Construct charts, graphs, and
historical narratives to explain particular events or
issues.
STATE STANDARDS
VERB OBJECT TYPE OF
(topics, concepts, & KNOWLEDGE
skills)
Construct • charts Procedural
(produce from • graphs {knowledge of
scratch) • historical techniques and
narratives methods}
• causes and effects of events Factual & Conceptual
or issues through time {terminology, details,
& generalizations}
8/12/2011 • page 65
66. YEARLY/SEMESTER PLAN OUTLINES
Grade level/Course: __________________
NCSCOS Major Concepts
Unit Unit Title Clarifying
Objectives
1
2 Step 2: Create an outline of units you may teach
3 for the entire year or semester.
4
3 to 4 units for grades K-3
5
4 to 6 units for grades 4-6
6 5 to 8 units for grades 7-12
7
8
67. Brainstorm Possible Units for the Year
Grade level/Course: __________________
Clarifying Major Concepts
Unit Unit Title
Objectives
1
2
3
4
5
6
7
8
8/12/2011 • page 67
68. Sample Civics & Economics Yearly/Semester Plan Outline
Grade level/Course: Civics & Economics
Unit Unit Title Clarifying Objectives Concepts
Principals and Practice: The CE.C&G.1.1, CE.C&G.1.2,CE.C&G.1.3, CE.C&G.1.4, CE.C&G.1.5,
Democracy, Functions,
CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.E.1.1,
1 Foundations of American CE.E.1.2, CE.E.1.5
Systems, Economy,
Politics
Political & Economic Systems
CE.C&G.1.1, CE.C&G.1.3, CE.C&G.2.2, CE.C&G.2.3 , Laws, Rights, Rules,
The American Idea of CE.C&G.2.4
Roles, Responsibility,
2 CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8
Constitutional Government CE.C&G.4.2, CE.C&G.4.3, CE.C&G.4.4, CE.C&G.4.5, CE.E.2.3, Democracy,
CE.E.2.4 Government
Citizenship,
CE.C&G.1.4, CE.C&G.2.8 CE.C&G.4.1, CE.C&G.4.2, CE.C&G.4.3 Government,
3
Active Citizenship: Local, State, CE.C&G.4.4, CE.C&G.4.5, CE.PFL.2.5, CE.E.1.6 , CE.C&G.3. Responsibilities,
National, & Global Interdependence,
Cooperation,
Participation
CE.C&G.2.4 CE.C&G.2.5 , CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8
Systems,
CE.C&G.3.1, CE. C&G.3.2,CE.C&G.3.3, CE.C&G.3.4 CE.C&G.3.5,
Interdependence,
4
Political & Legal Systems: CE.C&G.3.6 , CE.C&G.3.7, CE.C&G.3.8, CE.PFL.2.1, CE.PFL.2.2,
Influence, Politics,
Balancing Interests CE.PFL.2.3, CE.E.3.1 , CE.E.3.2, CE.E.3.3 , CE.C&G.5.2,
Economy, Laws
CE.C&G.5.3 CE.C&G.5.4 CE.C&G.5.5, CE.C&G.5.1
CE.C&G.2.1 , CE.C&G.2.2 ,CE.C&G.2.3 , CE.C&G.2.4 CE.C&G.2.5
CE.C&G.2.6 ,CE.C&G.2.7, CE.C&G.2.8, CE.C&G.3.1, CE. Decisions,
Decisions, Decisions, C&G.3.2,CE.C&G.3.3, CE.C&G.3.4, CE.C&G.3.8, CE.C&G.4.4, Government, Economy,
CE.PFL.2.1, CE.PFL.2.2, CE.PFL.2.3, CE.E.3.1 , CE.E.3.2, CE.E.3.3 , Interest, Influence,
5 Decisions: Civics, Economics CE.C&G.5.3, CE.C&G.5.4 ,CE.C&G.5.5, CE.PFL.1.1, CE.PFL.1.2, Responsibility, Income,
and the Real World CE.PFL.1.3, CE.PFL.1.4, CE.PFL.1.5, CE.PFL.1.6, Consumer, Market,
Policy, Finance
70. CIVICS & GOVERNMENT HISTORY
• Salutary Neglect
• Constitutional Democracy Step 4 • Declaration of Independence
• U.S. Constitution • American Revolution
• N.C. Constitution Civics & Economics Sample • Federalist/Anti-Federalist
• Federalism Debates
• Compromise • Democracy
• Judicial Process • Conflict
• Civic Participation • Government
• Rights • Whiskey Rebellion
• Responsibilities
ECONOMICS & PFL
GEOGRAPHY & UNIT TITLE • Protectionism
ENVIORNMENTAL LITERACY • Trade
• Region The American • Economic Features
• • Interdependence
Environment Idea of • Trade Restrictions
Constitutional • Investment
• Financial Planning
Government
INFORMATION &
OTHER SUBJECT AREA:
TECHNOLOGY SKILLS
ENGLISH
• Technology
• Writing
• Technology Tools
• Reading
• Research
• Debate/Argument
• Ethics
• Research
• Safety
• Data and information OTHER SUBJECT AREA:
E-books MATH
Online communication • Graphing
tools Note: Concepts have been highlighted in blue font.
• Data Collection
Topics are in black.
8/12/2011 • page 70
71. Geography Culture Economics/ Civics and History
Personal Financial Government
Literacy
Place Religion Needs/Wants Politics Change
Region Language Scarcity Limited Continuity
Location Ethnicity Resources Government Patterns
Movement Society Costs Citizenship Conflict
Human- Civilization Standard of Rule of Law Cooperation
Environment Culture Living Political Action Revolution
Interaction Diversity Market Political Leadership
Physical Values & economy System Invasion
Environment Beliefs Markets National Conquest
Landforms Trade Identity Colonialism
Water forms Exchange Individual War
Geographic Supply and Rights National
Patterns Demand Power Identity
Settlement Freedom Imperialism
Patterns
Civilization
Migration
71
72. Step 5 Enduring Understandings (Generalizations)
For High School
Lessons of Social Studies,
Culture: Statements of Thought
1. Diverse groups contribute to cultural, social, economic
and political development of a nation.
2. Cultural expressions can reveal the values, lifestyles, Technology
beliefs and struggles of diverse ethnic groups.
History: Society
Change
3. Certain times and conditions can encourage the Needs
development of leadership in individuals. Conflict
4. The rights of groups within a democratic society can Competition
Resources
change over time. Culture
Region
Geography: Political System
Competition
5. Physical environment affects settlement patterns.
6. Physical environment can determine the way that people
Resources
meet basic needs like food and shelter.
Government/Civics:
7. Governments are structured to address the basic
needs of the people. Relationship Among Concepts that
8. A nation’s founding documents reflect its principles. transfer
74. Social Studies Consultants:
Interim Section Chief
K-12 Social Studies & Middle Grades
Fay Gore
fay.gore@dpi.nc.gov Educator Recruitment and
Development:
Elementary
Jolene Ethridge Regional Professional Development Leads
Jolene.ethridge@dpi.nc.gov Frances Harris-Burke (Region 5)
frances.harrisburke.dpi.nc.gov
High School
Michelle McLaughlin Gregory McKnight (Region 3)
Michelle.mclaughlin@dpi.nc.gov gregory.mcknight@dpi.nc.gov
Instructional Technology:
Instructional Technology Consultant
Gail Holmes (Region 5)
gail.holmes@dpi.nc.gov
8/12/2011 • page 74
75. Presentation images were taken from Microsoft
Clipart and Flickr with the exception of those
specifically sited on a particular slide.
8/12/2011 • page 75
