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Owen Zachary Mong Nove mber 8, 2007 4:28 p.m. 7 pounds, 5 oz. 20 inches

Owen Zachary Mong

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November 8, 2007 4:28 p.m. 7 pounds, 5 oz. 20 inches. Owen Zachary Mong. Getting Acquainted. Marlo Mong Social Studies Program Specialist 1754 Twin Towers East Atlanta, Georgia 30334 Office phone: 404-463-5024 Email: [email protected]. Group Norms and Housekeeping. Group Norms: - PowerPoint PPT Presentation

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Page 1: Owen Zachary Mong

Owen Zachary Mong

November 8,

2007

4:28 p.m.

7 pounds, 5 oz.

20 inches

Page 2: Owen Zachary Mong

Getting Acquainted

Marlo MongSocial Studies Program Specialist

1754 Twin Towers EastAtlanta, Georgia 30334Office phone: 404-463-5024Email: [email protected]

Page 3: Owen Zachary Mong

Group Norms and Housekeeping

Group Norms: Ask questions

Remember, there are no dumb questions!

Work toward solutions Take ownership in

the redelivery. These are guidelines to help you prepare classroom teachers.

Housekeeping: Parking Lot

Questions & Concerns

Needs Breaks & Lunch Restrooms Phone calls

Please restrict to emergencies

Page 4: Owen Zachary Mong

Professional Learning Units (PLUs)

Local systems award PLUs MUST bring form to sign FROM SYSTEM DOE does not provide PLU forms

Trainer will ONLY sign forms at end of day If you need to leave early for any reason, trainer

will only sign for time you were actually in training CANNOT sign forms retroactively All information was in training letter that went

to systems on June 13th, 2007.

Page 5: Owen Zachary Mong

Today’s Agenda

Redelivery & Online Training updates

Content Area SeminarRevisiting Conceptual TheoryUsing Enduring Understandings & Essential Questions

Page 6: Owen Zachary Mong

Small Group Discussion:Redelivery process?

1. At your table, discuss the redelivery process for your school system. Include these points in your discussion.

Success stories? Troubleshooting?

2. Pick one person to share. Each small group will report to the whole the following:

Positive aspects Major concerns/issues

Page 7: Owen Zachary Mong

Online Training Update

Day 1 up and running Access through

www.georgiastandards.org Comments from those who have used

it Day 2 in development

Anticipate active in early 2008 Same format as Day 1 Access through georgiastandards.org

Page 8: Owen Zachary Mong

CONTENT KNOWLEDGE SEMINAR

ECONOMICS IN 3-5

Chris CannonTeacher on Assignment

Page 9: Owen Zachary Mong

Econ Reference Sheet

Intended as a refresher/overview NOT “all-encompassing” No influence on CRCT When in doubt, ask

Page 10: Owen Zachary Mong

What’s there?

• 3rd Grade– Productive resources, role of Government,

trade, personal economic decisions• 4th Grade

– Various concepts linked to history standards– Personal budget and personal decisions

• 5th Grade– Same concepts in 4th grade– 3 sectors of economy– Consumer/business interaction– Personal budget and personal decisions

Page 11: Owen Zachary Mong

What’s the big idea?

Want to introduce students to the themes, concepts, and ideas that recur in econ

4th and 5th use the same concepts in the 1st econ standard

Economics is a true ladder, particularly in personal finance

Focus on getting students to understand the concepts first, then can apply

Page 12: Owen Zachary Mong

What’s the big idea?

Scarcity/Opportunity Cost Incentives Gain from Trade Interdependency Government Interaction Consequences of Decisions

Page 13: Owen Zachary Mong

BUT Chris, that’s too much for

elementary kids! How are we

supposed to teach all that?

with Play-Doh!

Page 14: Owen Zachary Mong

What can I do with it?

Using the Play-doh activity as a base and your standards, identify how this activity could help you teach various aspects of your standards.

Discuss with small group and prepare to share with the large group.

Page 15: Owen Zachary Mong

CONTENT KNOWLEDGE SEMINAR

AMERICAN GOVERNMENT IN 3-5

Dr. Bill CranshawProgram Manager

Page 16: Owen Zachary Mong

What drives our government? Beliefs and Ideals

The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society.

Time, change, and continuity The student will understand that while

change occurs over time, there is continuity to the basic structure of that society.

Page 17: Owen Zachary Mong

Beliefs and Ideals and Government What beliefs and ideals do we have

about our government? Where do these beliefs and ideals

originate? Why do we believe these ideals?

Page 18: Owen Zachary Mong

Beliefs and Ideals

• Government of the people– “We the people…ordain and establish…”– Government derives it authority from the

people• Government by the people

– Right to vote not denied– Popular sovereignty

• Government for the people– “promote the general welfare, secure the

blessings of liberty”– Government exists for to serve the people

Page 19: Owen Zachary Mong

Beliefs and Ideals: From Where?

Things from the past influence us (Time, change, and continuity (SS3H1) Olympics (SS3H1a) Buildings (see pictures) (SS3H1a) Government (Beliefs and Ideals)

Athenian government Democracy

Direct (Athenian) Representative (U.S.) Popular sovereignty (citizens decide) Power resides with citizenry

Page 20: Owen Zachary Mong

The Goal

Things in our government come from many sources. One is Ancient Athens’ ideas on government.

There are many other places we got ideas, but for this grade we only want to begin to get the idea across that we use things from the past.

Ladder curriculum, begin idea that we use things from the past.

As we move to upper grades learn about other places we got ideas on government.

Page 21: Owen Zachary Mong

Conflict and Change and Government Conflict and Change

The student will understand that when there is conflict between or within societies, change is the result.

What is conflict? Why does conflict produce change? What is change? Examples of conflict and change in the U.S.

American Revolution Civil Rights

Page 22: Owen Zachary Mong

Conflict and Change and The Constitution Early Structure (Colonial)

Individual colonies direct relations with England Separate entities, no real unity

American Revolution Need to work united Concerned about individual sovereignty

Articles of Confederation Weak central government No executive Each state 1 vote in legislature States held supreme power Did not work

Page 23: Owen Zachary Mong

Conflict and Change and The Constitution Continental Congress (Constitutional

Convention) Issues

Power Rights of states Rights of individuals Slavery

What were the conflicts? How were they resolved?

Page 24: Owen Zachary Mong

Conflict and Change and The Constitution Power

Separation of powers Checks and balances

States Rights Bicameral legislature

Representation by population Representation same for all The Great Compromise

Enumerated Powers

Page 25: Owen Zachary Mong

Conflict and Change and The Constitution Slavery

Did not mention Slave trade prohibition delayed 20 years 3/5 compromise

Individual Rights Federalist vs anti-federalists Bill of Rights

Changing times and ideas Amendments Prohibition

Page 26: Owen Zachary Mong

REVISITING CONCEPTUAL

TEACHING

Page 27: Owen Zachary Mong

Would you rather your students…

Be able to list all European explorers and where they first made contact with the Native Americans

Be able to list all of the changes made in writing the Constitution

or Be able to discuss the impact movement and migration have using example from European exploration in the 16th century?

Be able to explain the role of conflict and change throughout history using examples from the Constitutional Convention?

Page 28: Owen Zachary Mong

Three principles of Conceptual Teaching

Principle #1: Existing understandings & knowledge foundation for new learning.

Principle #2: Essential role of factual knowledge and conceptual frameworks in understanding.

Principle #3: The importance of self-monitoring.

Page 29: Owen Zachary Mong

How is conceptual teaching different?

Topic Based Facts and activities

center around specific topic .

Objectives drive instruction.

Focus learning and thinking about specific facts.

Instructional activities use a variety of discrete skills.

Standards Based Use of facts and

activities are focused by enduring understandings.

Essential questions, drawn from enduring understandings, drive instruction.

Facts are learned to understand transferable concepts and ideas.

Instructional activities call on complex performances using a variety of skills.

Page 30: Owen Zachary Mong

CREATING AND USING ENDURING

UNDERSTANDINGS

Page 31: Owen Zachary Mong

Purpose of EUs

In order to teach conceptually, you must use Enduring Understandings because... Each unit teaches 2-3 concepts at a time Creates scaffolding to organize facts Uses broad statements that apply to many situations Relates facts to what students already know

How do we teach conceptually using Enduring Understandings? Introduce the Enduring Understandings at the beginning

of the year using real world experiences. Unit 1 is the key! Watch this video…

EU’s are the vehicle by which we do conceptual teaching

Page 32: Owen Zachary Mong

Enduring Understandings

Conceptual understandings drawn from and supported by critical content (Erickson, 71)

Provides language to link themes and concepts to standards, knowledge and skills.

Basis of conceptual teaching Provide scaffolding Standards provide specificity to concepts

Written in sentence form in the present tense This is essence of what students should take

from the unit.

Page 33: Owen Zachary Mong

Enduring Understandings

Deeper, transferable ideas that arise from fact-based studies

Statements of conceptual relationships Transfer across time and across cultures

Exemplified through the fact base Transcend singular examples

Characteristics Broad and abstract Generally timeless Universal Examples vary, but support truth of EU

H. Lynn Erickson. (2002). Concept

Based Curriculum and Instruction, p. 83.

Page 34: Owen Zachary Mong

Pick the Enduring Understandings…

1. European exploration produced a change in the new world.

2. Conflict causes change.3. Ethnic groups in the United States

have developed social organizations.4. People move to meet needs and

wants.5. Migration of cultures creates changes

in beliefs and ideals.

Page 35: Owen Zachary Mong
Page 36: Owen Zachary Mong

Kid Friendly Examples

6-12 Movement/Migration: TSWUT the movement or migration of people and ideas affects all societies involved.

3-5 Movement/Migration: TSWUT when people move to new places, changes occur for those who move and for those who already live there.

Page 37: Owen Zachary Mong

Writing Enduring Understanding Develop “Kid

Friendly” EU’s for these UCTs Beliefs and Ideals Conflict and

Change Distribution of

Power Individuals, Groups

and Institutions

Use this checklist Written as sentence

using present tense Used in multiple

units Applies to different

grade levels/courses References actual

concepts/themes from the unit

Page 38: Owen Zachary Mong
Page 39: Owen Zachary Mong

CREATING ESSENTIAL QUESTIONS

USING ENDURING

UNDERSTANDINGS

Page 40: Owen Zachary Mong

What is an Essential Question? H. Lynn Erickson

Specific, open-ended, thought provoking questions that probe the factual and conceptual levels of understanding (p.164)

Learning Focused Schools (Thompson) Generally related to the specific learning

objectives of a lesson Can be answered by students with

instruction

Page 41: Owen Zachary Mong

What is an Essential Question?

Wiggins and McTighe Represent a big idea that has enduring value

beyond the classroom Reside at the heart of the discipline (doing the

subject) Offer potential for engaging students

GaDOE Social Studies folks EQ’s get to the heart of enduring understanding Help students relate the factual knowledge to

the concepts in the unit May or may not have a definitive answer Goes beyond yes and no answers

Page 42: Owen Zachary Mong

Essential Questions

Broad, overarching. Go to heart of

discipline Re-occur naturally in

the discipline May not have a right

answer Raise other

important questions

Unit, content specific Related to specific

aspects of content Frame specific set of

lessons or unit May be answered as

result of lesson, May not have a

definitive answer

The essential question can be developed in two different ways. It is important to develop both types in your unit course plan.

Page 43: Owen Zachary Mong

Examples of Broad & Specific EQs

EU: The student will understand that the movement or migration of people and ideas affect all societies involved.

Kid Friendly EU: The student will understand that when people move to new places, changes occur for those who move and for those who already live there.

Possible broad EQs How does migration impact the lives of people new to the

area? How does migration of new people or ideas to an area

affect those who already live there? Possible specific EQs

How did European migration affect Native American life? How did the Europeans’ lives change as a result of

movement to the British Colonies?

Page 44: Owen Zachary Mong

Creating Essential Questions

Activity #21. Using the “kid friendly” Enduring Understandings

you just developed, pick 1 EU and create 2 BROAD Essential Questions and 2 SPECIFIC Essential Questions. Remember the difference between broad and specific

EQs. The EQ does not always have a single answer.

2. Remember to base your essential questions on your ENDURING UNDERSTANDING and related GPS content!

3. Write your Enduring Understanding & Essential Questions onto chart paper and post. Pg. 16 in the Facilitator’s Guide

Page 45: Owen Zachary Mong

What’s next? Begin redelivery of Day 2 to your school system. Pick another different, but still “favorite,” SS unit

to teach and a reading/ELA unit. Think about the resources you use to teach your

favorite units to share with others. We will do another “Give One~Get One” activity with resources.

See you at Days 3 & 4. Remember it will be two days in a row!

Thank you very much for being here today! Any other questions or concerns?

Page 46: Owen Zachary Mong

Contact Information

Dr. Bill Cranshaw Social Studies Program Manager [email protected] 404-651-7271

Marlo Mong Program Specialist (K-5 Focus) [email protected] 404-463-5024

Sarah Brown Teacher on Assignment (K-2 Focus) [email protected] 404-651-7859

Chris Cannon Teacher on Assignment (6-12 Focus) [email protected] 404-657-0313