Session 2: Are We There Yet?

Integrating Understanding by Design and Historical

Thinking

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. Create a horizontal map that aligns the big ideas, enduring understandings, and essential questions to each grade-level content

2. Develop Performance-Based Authentic Assessments

3. Develop rubrics to measure understanding4. Discuss challenges in students’ work with

historical texts

Session Two Indicators

Session 1 Recap

Purpose of Social Studies Social Studies teaches about people and events in

order to develop citizens who are aware of their rights and duties, and who understand the path that led to the socio-economic, political, and cultural issues of today’s world.

Big Ideas, Enduring Understandings, Overarching Essential Questions1. Cause and Effect2. Perspective3. Movement4. Geographic Awareness5. Power6. Innovation and Technology

Using UbD and Big Ideas: Applications

Both the product (vertical social studies map) and process (UbD approach) of this PD are important

What interdisciplinary applications can emerge from our set of big ideas, enduring understandings, and essential questions? Are these concepts transferable?

Other Applications of UbD Senior Capstone example

3 Stages of Backward Design1. Identify Desired Results2. Determine Acceptable Evidence3. Plan Learning Strategies

Using Backward Design

Teaching for Big Ideas Video Working in horizontal (grade level) teams, align your content to the big ideas, understandings and overarching essential questions.

For each unit, develop essential questions that will guide inquiry for each unit.

Mapping It Out: Horizontal Alignment

Stage 2: Determining Acceptable Evidence

Are we there yet?

Inputs vs. Outputs

Goals imply the outputs and the methods Can we teach the Big Ideas and Enduring

Understandings through lectures and multiple choice tests? Consider: the essential questions, the six facets

of understanding, 21st century skills, historical thinking skills, the instructional core (teacher, student, and content)

Stage 2: Determining Acceptable Evidence

Using Performance-Based Assessments Performance-Based Assessment Video

Performance-Based Assessments for Social Studies Research Paper Historical Investigation Paper DBQ Essay Debate Mock Trial/Moot Court Reacting to the Past (Role Play) Portfolio

Can my students do these tasks?

Historical Investigation

Emphasis on a specific historical inquiry that enables the student to develop and apply the skills of an historian

Demands that students search for, select, evaluate and use evidence to reach a decision or solve a problem

Not written as an essay, but rather a written account with the following componentsA. Plan of InvestigationB. Summary of EvidenceC. Evaluation of SourcesD. AnalysisE. ConclusionF. List of Sources

Document-Based Assessments

A series of primary and secondary source documents with a culminating essay

Assess the ability of students to work with historical sources in multiple forms

Requires many of the same skills used in developing a research paper - interpreting, evaluating sources, considering multiple points of view, developing and supporting a thesis

Document-Based Assessments

Focus on critical thinking skills ask students to make comparisons, draw analogies,

apply knowledge to the given data, and require students to apply historic analysis

Ask students to take positions on issues or problems and support their conclusions

Require students to look at issues from multiple perspectives

Require students to apply skills they use as adults

Are criterion referenced and employ a scoring rubric

Authentic Assessment

Students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

The GRASPS Model Goal Role Audience Situation Product, Performance, and Purpose Standards and Criteria for Success

Rigor and Relevance Framework

Historical Thinking

Performance-Based Assessments often require students to analyze texts and engage in historical thinking.

What challenges occur when students encounter and engage with historical texts? In the context of the UbD approach, why is it important for students to overcome these challenges? Group 6/7, Group 12

Pp. 7 -10 – The Unbridgeable Rubicon Pp. 64-69 – The Skilled Reading of History

Group 8, Group 9, Group 10 Pp. 75-79 – An Epistemology of Text Pp. 82-84 - Conclusion

Developing a Performance-Based Assessment

Working in horizontal teams, use your horizontal UbD map to create a performance-based assessment that measures understanding of one or more big ideas, enduring understandings, and essential questions

Use the grasps model to develop your task

Be prepared to share your assessment with the group

Performance Assessments & Rubrics Sample

Big Ideas: Cause and Effect, PerspectiveEnduring Understandings:

The roots of one historical period are often found in the enduring effects of the preceding period.

There are multiple perspectives on any historical event or contemporary issue.

Essential Questions How are contemporary conflicts related to World War II

and the Cold War? How have cultural perspectives led to contemporary

conflicts?

Task: Create a newscast of five to seven minutes that highlights the major historical development of one of the following topics: Israel and Palestine, India and Pakistan, South Africa, or Indochina.

Measuring Performance: Rubrics

Rubric #1 – What’s wrong with this rubric?

Rubric #2 – What corrections have been made?

Rubrics should be designed to measure understanding, not what is easiest to score or what makes an attractive project

Rubric tool – http://rubistar.4teachers.org/

Developing a Rubric

Develop a rubric for the Performance-Based Assessment created by your horizontal group

Check the rubric for validity – Does it measure understanding of the intended goals?

Session 2 Homework

Use the Vertical Map and the Horizontal Map to develop a learning plan for a unit that you teach. You can use the Performance-Based Assessment

developed here or draft your own and create a corresponding learning plan.

The learning plan should prepare students to meet the expectations of the Performance-Based Assessment

Complete page 2 of the template Bring a copy with you to Session 3