Planning HS Social Studies Lessons/Units Using C3

Jana Kirchner KDE/GRREC SS Network Meeting

April 16, 2014

Framework for Teaching- Professional Growth and Evaluation System (PGES)

Domain 4: Professional Responsibilities• Reflecting on Teaching

• Maintaining Accurate Records• Communicating with Families• Participating in a Professional

Community• Growing and Developing Professionally

• Showing Professionalism

Domain 3: Instruction• Communicating with Students

• Using Questioning and Discussion Techniques

• Engaging Students in Learning• Using Assessment in Instruction• Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation• Demonstrating Knowledge of Content

and Pedagogy• Demonstrating Knowledge of Students

• Setting Instructional Outcomes• Demonstrating Knowledge of Resources

• Designing Coherent Instruction• Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport

• Establishing a Culture for Learning• Managing Classroom Procedures

• Managing Student Behavior• Organizing Physical Space

PLAN

TEACH

REFLECT

APPLY

Our Plan for the Afternoon…

• Review C3 dimensions

• I Do – Demo geography lesson

• We Do - Examining sample C3 modules

• You Do - Designing your own C3 unit

• Sharing Your Work

College, Career and Civic Life (C3)Framework for Social Studies State Standards:

Guidance for enhancing the rigor of K-12 civics, economics, geography and history

C3 In

quiry

Arc

C3 Inquiry Arc

Dimension 2:Applying Disciplinary Tools and Concepts

History K-12 Pathway

I Do: Geography lessonKCAS - Literacy in History/SS Standards: • Integrate information from diverse sources, both primary and

secondary, into a coherent understanding of an idea or event. (11-12)

• Determine the central ideas or information of a primary or secondary source: provide an accurate summary that makes clear the relationship among the key details and ideas. (11-12)

• C3: Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.

• ACT QC: Assess increasing global interdependence, the potential for conflict, and the U.S. role in world events in the present and future.

Geography lesson

Main Issue: Write “Global Interdependence” on your Think Sheet. (Pre-reading questions & thoughts)-Spend 2 minutes silently brainstorming questions about the topic. -Take 3 minutes to write what you already know about the questions under My Thoughts. Share those with your table. -At your table, choose one question that would make a compelling question on this topic.-How does global interdependence affect my life?

Examining Texts:

1. Brad Paisley’s “American Saturday Night”• Circle countries that are mentioned. (Annotation)• What do you think is the songwriter’s main point?

Write that on the bottom of the text. What evidence from the text leads you to that conclusion? (Think-Write-Pair-Share)

• Examine your group’s compelling question. Was there evidence in the text to answer it? If yes, write that on your think sheet.

2. Ralph Linton’s “100% American”

• Divide the texts into chunks. While one person reads, others should annotate using words and images. (Chunking text, annotation) Circle countries that are mentioned.

• What do you think is Linton’s main point? Write that on the bottom of the text. What evidence from the text leads you to that conclusion? (Think-Write-Pair-Share)

• Examine your group’s compelling question. Was there evidence in the text to answer it? If yes, write that on your think sheet.

3. Map – “A Sweatshirt’s Global Journey”

4. What supporting questions are still unanswered on your Think Sheet? How could you find those answers?

5. Synthesizing the sources -With your group, create a visual that answers your compelling question. Along the bottom of your visual, include key words or phrases from all texts as evidence to support your visual’s meaning.

Geography lesson KCAS - Literacy in History/SS Standards: • Integrate information from diverse sources, both primary and

secondary, into a coherent understanding of an idea or event. (11-12)

• Determine the central ideas or information of a primary or secondary source: provide an accurate summary that makes clear the relationship among the key details and ideas. (11-12)

• C3: Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.

• ACT QC: Assess increasing global interdependence, the potential for conflict, and the U.S. role in world events in the present and future.

We Do: Examining C3 Draft Modules

1. Did Abraham Lincoln really want to free the slaves?

2. Did Charles Sumner deserve it?

3. Did the founders want government to work?

4. Is freedom free?

5. Suspending Death: Lincoln, the Telegraph, and Military Justice

KDE/GRREC SS Network Site

Examining a C3 lesson/unit…• Compelling question?

• Supporting questions?

• What C3 content indicators were included from Dimension 2?

• What sources (texts) were used?

• What strategies were used for close reading, analyzing sources, etc.?

• Were students given opportunities to communicate and critique conclusions?

• What formative and/or summative assessments were included?

You Do: Developing a C3 Lesson /Unit Using the Lesson Plan Template

• Develop a compelling question.

• Design supporting questions.

• Consider the content indicators from Dimension Two.

• Develop processes for gathering, analyzing, and evaluating sources. • Strategies for close reading, discussion, sourcing, seeking

evidence for claims, etc.? (Reading Strategies for SS)• What texts will you use?

• Identify opportunities for students to communicate and critique conclusions .

• Build in formative and summative assessments.