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1. Utilize the backward design framework for planning curriculum, instruction, and assessment.
2. Develop a “macro-curriculum” that outlines the big ideas, enduring understandings, essential questions, and effective strategies for 6-12 social studies.
3. Infuse historical thinking strategies to grasp enduring understandings and essential questions.
Strand Benchmarks
1. Differentiate between knowledge and understanding.
2. Explain the three-step process of backward design.
3. Develop a social studies mission statement, and a set of big ideas, enduring understandings, and essential questions.
4. Identify the key 21st century skills and historical thinking skills.
5. Develop performance-based assessments to measure understanding.
Session One Indicators
We’re going on a trip. We have about 10 days for our trip. Decide on the best plan for our trip. Use the map to help you plan. You will be scored on your plan.
Why were all of your trips different? What additional information did you need to plan? What was the scoring based on?
Let’s Plan a Trip
Wiggins on UbD Video
What is the difference between knowledge and understanding?
6 Facets of Understanding1. Explanation2. Interpretation3. Application4. Perspective5. Empathy6. Self-Knowledge
Knowledge vs. Understanding
3 Stages of Backward Design1. Identify Desired Results2. Determine Acceptable Evidence3. Plan Learning Strategies
Using Backward Design
You have just entered an elevator. Striking up a conversation with your fellow riders, you begin to share about your professional life. You only have about a minute until the elevator stops at your floor, but you want to make sure these riders understand why you do what you do. Create mission statement that explains the purpose of social studies education in one minute.
Why Teach Social Studies?
Developing a social studies mission statement
Working with your Vertical Team, discuss:
What common themes, terms, and phrases emerged from your mission statements?
Why Teach Social Studies?
Developing a social studies mission statement
Based on the mission statement of social studies, what are the key concepts that students need to understand in order for us to fulfill our mission?
Big Ideas are NOT…. Categories- History, Geography,
GovernmentBig Ideas are…
conceptual lens for prioritizing content transferable Example – Choice, Conflict
Big Ideas
Enduring Understandings are… the moral of the story broad generalizations that are central to social studies transferable – interdisciplinary and real-world connections
Enduring Understandings are not… Tautologies – true by definition Vague generalizations Trivial facts
Enduring Understandings
Historical Thinking and Other Unnatural Acts
As you return, read the following pages from Historical Thinking and Other Unnatural Acts Yellow, Green, Orange Groups– pp. vii-xi and pp.
3-5 What does Wineburg believe students should learn from
history? How do Wineburg’s ideas relate to the UbD approach? According to Wineburg, what is the instrumental purpose
of history? Blue, Purple, Red Groups--pp. 217-226
What aspects of Stinson’s classroom reflect the UbD approach?
What are the big ideas and enduring understandings that Stinson is unpacking?
What challenges does Stinson encounter that may be common to UbD classrooms?
Big Ideas, Enduring Understandings, and Transfer
“We don't learn in school just to stay in school for the rest of our lives. We have to be able to transfer what we learn in one setting and use it somewhere else. In order to transfer our knowledge we have to be able to learn things in a way that is flexible, that sees the connections between one use of the knowledge and another use of the knowledge.” - Linda Darling-Hammond, Stanford University
Big Ideas, Enduring Understandings, and Transfer
“The challenge of education is always to ask: What is the least amount of material we can teach really well that will, in turn, make it possible for students to use that knowledge in the widest possible range of situations, not only situations that we can anticipate, but also situations that no one can anticipate. That is, abstractly, the problem of transfer: how can you learn less, and make much more of it?”- Lee Shulman, President of The Carnegie Foundation for the Advancement of Teaching
Overarching Essential Questions…Guide inquiry-based learningHelp students “uncover” the enduring
understandingsCut across grade levels and coursesAre open-ended and debatable
Overarching Essential Questions
• Essential Question• Essential Question
Enduring Understandin
g• Essential Question• Essential Question
Enduring Understandin
gEnduring Understandin
gEnduring Understandin
gEnduring Understandin
gEnduring Understandin
g
Connected to the Overarching Essential Question – scaffolding
Course (grade level) specificUnit/Lesson/Topic specific
Essential Questions
Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration
Information, Media and Technology Skills Information Literacy Media Literacy ICT Literacy
Life and Career Skills
21st Century Skills
1. Chronological Thinking 2. Historical Comprehension 3. Historical Analysis and Interpretation4. Historical Research Capabilities5. Historical Issues-Analysis and Decision-
Making
Historical Thinking
• Which of these skills are necessary to unpack the enduring understandings?
• Identify (and adapt if necessary) the essential skills
• Yellow, Green, Orange – 21st Century Skills• Blue, Purple, Red – Historical Thinking
Skills
21st Century Skills and Historical Thinking