rigorous curriculum design · 2017-06-15 · rigorous curriculum design—unit planning organizer...

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Social Studies

Grade and Course

5th

Unit of Study Unit 1: North American Life/Turn of the 20th Century

Pacing

Timeframe

6weeks

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

SS5H1: DESCRIBE how life changed in America at the turn of the century.

a. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

b. Describe the impact on American life of the Wright brothers (flight), George Washington Carver(science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

c. Explain how William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.

d. Describe the reasons people immigrated to the United States, from where they emigrated, and where they settled.



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“Unwrapped” Priority Standards

“Unwrapped” Concepts

(Students Need to Know)

“Unwrapped” Skills (Students Need

to Be Able to Do)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

Code Number: SS5H1

Describe

Life changed in America

2 (Understand) Recall and Reproduction (DOK 1)

Turn of the century

Describe

The impact on American life of the Wright brothers (flight), George Washington Carver(science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

2 (Understand) 2 (Skills and Concepts)

Explain

William McKinley and Theodore Roosevelt expanded America’s role in the world; include the Spanish-American War and the building of the Panama Canal.


Describe

The reasons people immigrated to the United States, from where they emigrated, and where they settled.


Supporting Standards

SS5E1 b. Explain how price incentives affect people’s behavior and choices (e.g., decisions to participate in cattle trails because of increased beef prices). d. Describe how trade and voluntary exchange promotes economic activity (e.g., how the Panama Canal increases trade among countries). SS5E3

a. Describe how competition, markets, and prices influence consumer behavior b. Describe how people earn income by selling their labor to businesses.

SS5G1 a. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Kitty Hawk, NC; Pearl Harbor, HI; Montgomery, AL; and Chicago, IL.



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SS5G2 b. Locate primary agricultural and industrial locations since the turn of the 20th century and explain how factors such as population, transportation, and resources have influenced these areas (e.g., Chicago’s rapid growth at the turn of the century).

Map and Globe Skills 10. Use graphic scales to determine distances on a map. 11. Compare maps of the same place at different points in time and from different perceptive to determine changes, identify trends and generalize about human activities. 12. Compare maps with data sets (charts, tables, graphs) and or/ readings to draw conclusions and make generalizations. Information Processing Skills 1. Compare similarities and differences. 2. Organize items chronologically 3. Identify issues and/or problems and alternative solutions 5. Identify main idea, detail, sequence of events, and cause and effect in a social studies context 6. Identify primary and secondary sources 7. Interpret timelines 10. Analyze artifacts 11. Draw conclusions and make generalizations 13. Translate dates into centuries, eras, or ages 17. Interpret political cartoons.



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Essential Questions Corresponding Big Ideas

1. How was life in North America impacted during the turn of the 20th century by immigration and migration?

2. How did immigration, migration, and limited resources effect the economic development and growth of North America during the turn of the 20th century?

Movement/Migration

1. Moving to new places changes the people, land, and culture of the new place, as well as the place that was left.

Production, Distribution

2. The ways people make, get, and use goods and services may be different from how people in other places make, get, and use goods and services.



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Unit Assessments Pre-Assessment Post-Assessment

Student Version:

Gr5_SS_Unit1_DeKalb Pre-Assessment_Student Teacher Version: Gr5_SS_Unit1_DeKalb Pre-Assessment_Teacher

Gr5_SS_Unit1_DeKalb Pre-Assessment Answer Key

Student Version:

Teacher Version:



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Performance Assessment

Engaging Scenario

Congratulations! You have just been selected as a new journalist to design a Kids’ National Geographic magazine. This magazine is targeted towards young 21st century readers ages 10-13. Your tasks will be to describe the significant events of the turn of the 20th century and to trace the migration of people from different countries during this time. Additionally, you will research and create a mock interview transcript of one 20th century immigrant to learn more about their culture and reasons why they relocated. Your issue will be distributed around the world to students in grades 5-8. You will present your final draft to the magazine editors.

Performance Task Synopses

Task 1: SS5H1abcd, SS5G1b, IPS7, IPS5, IPS13, IPS2 Create a timeline of 10 essential key events/ key people that occurred during the turn of the 20th century. Task 2: SS5H1d, SS5G1a, SS5G2b, MGS10, MGS11, MGS12 Label a map that traces migration and summarizes 3 reasons for the migration and how it impacted the turn of the 20th century. Task 3: SS5E3b SS5G1a, SS5G2b, SS5H1c, IPS6, IPS11 Create a multi-media presentation tracing the development of technology and resources during the 20th century. Task 4: SS5H1abcd, SS5G1b, IPS1, IPS10, IPS16, IPS17 Design a Kids’ National Geographic magazine (including front cover) describing and illustrating the events of the turn of the 20th century and tracing the migration of people from different countries during this time. Ensure to include information that compare and contrast living conditions of migrated people with life in America.



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Performance Task 1 In Detail

Task 1: Student Directions: Create a timeline that includes 6 essential key events/key people that occurred during the turn of the 20th century. Explain why these events were important. You may choose from any of the following events: Spanish American War, the presidencies of William McKinley and Theodore Roosevelt, Panama Canal, Chisholm and Great Western Cattle Trails, technological advances by Wright brothers, Alexander Graham Bell, Thomas Edison, and George Washington Carver. Task 1: Teacher Notes: Students need to know sequence of events, chronological order, and understanding of the components of a timeline. Have students make a list of the 6 events that they wish to put on their timeline. List the events in chronological order (from earliest to latest). Have students decide what units of time they will use (days, months, years, decades, centuries, etc.) to divide your timeline into segments. Calculate the number of segments that the timeline will have. Draw a line and divide it into the number of equal segments. Label the dates on the appropriate segments, left to right. Remind students to include bullets explaining the significance of each event or person. Teachers Resources:

• Primary Textbook

• https://www.loc.gov/collections/early-films-of-new-york-1898-to-1906/articles-and-essays/america-at-the-turn-of-the-century-a-look-at-the-historical-context/

Performance Task 1 Scoring Guide

4 Advanced Demonstrates

Advanced Proficiency

3 Proficient Demonstrates

Proficiency

2 Basic Demonstrates Partial

Proficiency

1 Below Basic Does Not Meet

Proficiency

• Identified and listed 6 key events/people

• Chronological order on timeline

• Accurate summary bullets of significance of each event.

• Includes additional events or people on timeline.

• Identified and listed 6 key events/people

• Chronological order on timeline

• Accurate summary bullets of significance of each event.

• Timeline includes 6 events or people but significance of each entry is incomplete.

• Timeline lists fewer than 6 events and does not explain the significance of each entry.

https://www.loc.gov/collections/early-films-of-new-york-1898-to-1906/articles-and-essays/america-at-the-turn-of-the-century-a-look-at-the-historical-context/




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Task 2 Student Directions: Using a map of the United State, identify where 3 ethnic groups of people migrated to the United States during the turn of the 20th century. Include a summary that explains the reasons for migration and how the identified groups’ contributions to America impacted the turn of the 20th century. Task 2 Teacher Notes: Give students a United States political map. Create a color coded map key to identify the groups of people migrating. Remind students to include a summary describing why the groups came to the United States and how they impacted American life at the turn of the century. Resources:

• Primary Textbooks

• http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/

• http://www.history.com/topics/u-s-immigration-before-1965

• http://www.eyewitnesstohistory.com/snpim2.htm





Proficiency


Proficiency


Proficiency

• Identify 3 immigrant groups

• Correctly place ethnic groups on the US political map

• Create a corresponding legend to the groups

• Summarize 1 reason for migration for each group and how they contributed to America during the turn of the century

• Compare and contrast two groups migration to determine how each impacted American life differently.

• Identify 3 immigrant groups

• Correctly place ethnic groups on the US political map.

• Create a corresponding legend to the groups

• Summarize 1 reason for migration for each group and how they contributed to America during the turn of the century

• Identifies ethnic immigrant groups

• Creates map key

• Summaries are incomplete.

• Map is incomplete.

http://www.eyewitnesstohistory.com/snpim2.htm



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Task 3 Student Directions: Create a multi-media presentation explaining four technological advances at the turn of the century: Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). The presentation should include how each of the technological advances changed American life. Task 3 Teacher Notes: Make sure students have basic understanding of how to use PowerPoint. Ensure students have access to the computer lab. Specific requirements (number of slides, font type, number of pictures, etc.) for the presentation is up to the teacher’s discretion. Resources:


• http://www.loc.gov/teachers/classroommaterials/primarysourcesets/childrens-lives/





Proficiency


Proficiency


Proficiency

• Includes four technological advances

• Detailed explanation of how each new technology contributed to life in America at the turn of the century.

• Extends presentation by explaining how each technology contributes to life today.


• Detailed explanation of how each new technology contributed to life in America at the turn of the century.


• Explanation of how each new technology contributed to life in America at the turn of the century is incomplete.


• No explanation of how each new technology contributed to life in America at the turn of the century is given.


Task 4 Student Directions: Create a magazine that explains 4 key events (include people, and contributions of that event) of the turn of 20th century in America in paragraph form. Describe and provide supportive illustrations for each key event. The magazine must include one Library of Congress primary source analysis of a photograph, map, or other primary source related to the turn of the century. The magazine should include a cover page and a table of contents. Also may include a historical comic page and a fun fact page. Task 4 Teacher Notes: Teachers may want to assign specific events to students or have them work in jigsaw groups to complete this magazine task. Provide students with a visual example of a Kids National Geographic Magazine. Research magazine templates to give to students. Editors may be teachers or students. Resources:

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/childrens-lives/



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• http://www.loc.gov/teachers/classroommaterials/primarysourcesets/


• https://jr.brainpop.com/socialstudies/americanhistory/ellisisland/

• Students can also use the United States Citizenship and Immigration Services as a resource.

• Library of Congress primary source analysis tools- http://www.loc.gov/teachers/usingprimarysources/guides.html

•





Proficiency


Proficiency


Proficiency

• 4 key events explained in paragraph form.

• Illustration included for each key event.

• Accurately completed Library of Congress analysis of a photograph, map, or other primary source.

• Cover page includes relevant art work

• Includes a fun period-appropriate political cartoon and advertisements.

• 4 key events explained in paragraph form.


• Accurately completed Library of Congress analysis of a photograph, map, or other primary source.

• Cover page includes relevant art work

• 4 key events explained to partial proficiency in paragraph form.


• Library of Congress analysis of a photograph, map, or other primary source is inaccurate.

• Cover page includes relevant art work.

• Fewer than 3 key events explained to partial proficiency in paragraph form.


• Library of Congress analysis of a photograph, map, or other primary source is inaccurate.

• Cover page is missing.

Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/

https://jr.brainpop.com/socialstudies/americanhistory/ellisisland/

http://www.loc.gov/teachers/usingprimarysources/guides.html



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Instructional Strategies

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other

Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic

vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content

process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk



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Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided

practice

Strategic vocabulary instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest,

Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning

Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts,

mathematics, science and/or social studies courses

Above grade level accelerated English/language arts,

mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration

Instructional Resources and Materials Suggested Resources Suggested Technology Resources



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• Houghton Mifflin Textbook

• DBQ Project Mini-Q Volume 2 Unit 2: The Long Drive: Will You Re-Up?







• http://www.loc.gov/teachers/classroommaterials/primarysourcesets/childrens-lives/pdf/teacher_guide.pdf

• https://jr.brainpop.com/socialstudies/americanhistory/ellisisland/

• http://www.loc.gov/teachers/usingprimarysources/guides.html

Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3













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Immigrants Ghettos Scarcity Division of Labor Surplus Interest Mass Production Specialization Consumer Manufacturing Budget Propaganda

Cattle Drives Tenements U-Boats Armistice Great Western Trail GoodNight- Loving Trail Chisholm Trail Assembly Line Black Cowboys Barbwire Central Powers

Budget

Consumer

Surplus

Scarcity

Interest



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Weekly Planner Course: 5th Grade Social Studies Unit: North American Life/Turn of the 20th Century

Pacing

Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources Formative

Assessments

Week 1 Start date:

SS5H1abcd, SS5G1b IPS2 IPS5 IPS7 IPS13

Intro Engaging Scenario: Task 1

• Identify key people, locations, and key events during the turn of the 20th century in North America

• Identify major origins of demonstration on a map

• Discuss reasons for immigration Resources

• Textbook


Pre-Assessment Gr5_SS_Unit1_DeKalb Preassessment_Student Discussion of the Essential Questions (throughout unit) Task 1 scoring guides Suggested informal progress monitoring checks:

• Exit Ticket

• Quizlet

• Write About S-O-S summary






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Pacing




Assessments

Week 2

SS5H1d SS5G1a SS5G2b MGS10 MGS11 MGS12

Task 1 and begin Task 2

• Identify key people, locations, and key events during the turn of the 20th century in North America

• Identify major origins of demonstration on a map

• Discuss reasons for immigration Resources



• http://www.greatschoolspartnership.org/wp-content/uploads/2015/11/25QuickFormativeAssessments.pdf

Discussion of the Essential Questions (throughout unit) Task 2 scoring guides Suggested informal progress monitoring checks:

• Exit Ticket

• Quizlet

• Write About

• S-O-S summary

Week 3

SS5H1c SS5E3b SS5G1b SS5G2b IPS6 IPS11

Task 2 and Task 3

• Discuss major technological advances during the turn of the 20th century in North America

Resources:





• http://www.greatschoolspartnership.org/wp-content/uploads/2015/11/25QuickFormativeAssessments.pdf

•

Task 3 scoring guides Suggested informal progress monitoring checks:

• Task 3 guide

• Exit Ticket

• Quizlet

• WriteAbout

• S-O-S summary







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Pacing




Assessments

Week 4

SS5H1c SS5E3b SS5G1b SS5G2b IPS6 IPS11

Task 3

• Review how life in North America changed during the turn of the 21st century

• Compare and contrast the lives of immigrants in their native land to their lives in North America

• Provide students with a visual example of a Kids National Geographic Magazine. Research magazine templates to give to students.

• Editors may be teachers or students.

• Resources:



Task 3 scoring guide

• Exit Ticket

• Quizlet

• WriteAbout

• S-O-S summary

Week 5

SS5H1abcd SS5G1b IPS1 IPS10 IPS16 IPS17

Task 4

• Facilitate Task 4

• Review Library of Congress analysis tool

• Assist students in selecting 1 primary source to include in their magazine.

Resources

• Library of Congress primary source analysis tools http://www.loc.gov/teachers/usingprimarysources/guides.html

Task 4 scoring guide • Exit Ticket • Quizlet • WriteAbout • S-O-S summary

Week 6

SS5H1abcd SS5G1b IPS1 IPS10 IPS16 IPS17

Task 4 • Finish working on task 4.

Task 4 scoring guide • Exit Ticket • Quizlet • WriteAbout • S-O-S summary




rigorous curriculum design · 2017-06-15 · rigorous curriculum design—unit planning organizer...

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