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Planning an Integrated Thematic Social Studies Curriculum Unit
EDMU 523
History/Social Science Standards• What History/Social Sciences academic
content standards are addressed in the unit? • Include the strands, standard number, and
description for each standard addressed in the unit in history/social sciences, science, visual and performing arts, health, and/or P.E.
• What Common Core State Standards (CCSS) in English Language Arts and Mathematics are addressed in this unit?
Appropriate Themes• How can I give my students direct
experience of this topic?• Think of possible fieldtrip – either real or virtual.
• Reflect children’s interests, abilities and issues of concern: How will I hook them in?
• Involve concepts and skills at the right level of challenge for the age group
• Topic should be complex and interesting enough to be explored at some depth
What Enduring Understandings do you want students to gain?
• What are the essential questions for this unit of study?
• Brainstorm the purpose and goals• Gather the resources and materials• Create a graphic organizer or curriculum
map• Ask the children:
• What do you want to know?• What would you like to learn?
Criteria for Theme SelectionTopic must provide active learning and direct, hands-on experiences•Children can explore it with their senses.•Concept is developmentally appropriate•Concept can be organized to move from:
• Simple to complex• Concrete to abstract
•Interesting, meaningful, and worth knowing about.•Help children acquire understanding and appreciation of themselves, others, and the world in which they live.
Thematic Planning• Organize curriculum around a California
Social Studies theme• Umbrella overarching interest area • Integrates different developmental and subject areas
• Contributes to child’s growing understanding of his/her place in time and space
• Provides opportunities for child to learn by doing and have direct experiences with the topic
• Helps students understand that learning is connected to their lives.
California Social Studies Themes
Grades 3-6•Grade Three—Continuity and Change•Grade Four—California: A Changing State•Grade Five—United States History and Geography: Making a New Nation•Grade Six—World History and Geography: Ancient Civilizations
Continuity and Change• Our Local History: Discovering Our Past and Our
Traditions • Our Nation’s History: Meeting People, Ordinary and
Extraordinary, Through Biography, Story, Folktale, and Legend
Consider your own local community history, legends, geography, economy, significant leaders, local Native American tribes, etc.
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California: A Changing State• The Physical Setting: California and Beyond• Pre-Columbian Settlements and People• Exploration and Colonial History• Missions, Ranchos, and the Mexican War for
Independence• Gold Rush, Statehood, and the Westward Movement• The Period of Rapid Population Growth, Large-Scale
Agriculture, • and Linkage to the Rest of the United States• Modern California: Immigration, Technology, & Cities
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United States History and Geography: Making a New Nation
• The Land & People Before Columbus• Age of Exploration• Settling the Colonies –The Virginia Settlement• Life in New England –The Middle Colonies• Settling the Trans-Appalachian West• The War for Independence • Life in the Young Republic• The New Nation’s Westward Expansion • Linking Past to Present: The American People, Then &
Now
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World History and Geography: Ancient Civilizations
• Early Humankind and the Development of Human Societies
• The Beginnings of Civilization in the Near East and Africa:
• Mesopotamia, Egypt, and Kush• The Foundation of Western Ideas: The Ancient
Hebrews and Greeks• West Meets East: The Early Civilizations of India
and China• East Meets West: Rome
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Outline for an Integrated Thematic Unit Plan
• Title: Kid Grabbing Topic• Concept: What is the big idea
from social studies you want students to understand? What is the essential question?
• Rationale/Relevance: • Why is this important for
students to know?• Why are the outcomes of
this unit important in the real world?
• Unit Objectives: Major Understandings
• Resources: Books, Articles, Websites, Multimedia, etc.
• Content Standards and Common Core State Standards
Assignment Requirements• Create a two week history-social science based unit that
integrates a majority of subject areas. • Unit should reflect the content standards for the grade level
selected • Unit should include lessons that utilize a:
• Variety of intelligences• Different levels of thinking (Depth of Knowledge)• Adaptations based on Universal Design for Learning (UDL)• Utilize technology appropriately (TPACK framework)
• The unit should be designed for one grade level 3-6.
Assignment Requirements• Mindmap, Graphic Organizer, or Curriculum Map for the Unit
Plan – week 4• At least 4 lessons• A final performance-based final assessment with a rubric. • Include the following:
• Graphic Organizer/Curriculum Map• Prezi presentation – Introduction to the Unit Week 5• Week 6 Google Classroom• Fieldtrip Lesson Preparation
• The unit should include:• Primary Source/s Lesson Plan • Visual or Performing Arts Lesson Plan• CCSS ELA and Math Lesson Plan• Project-based Culminating Project: Lesson Plan with Summative Rubric
Fieldtrip Ideas• Design a fieldtrip related to your thematic unit. • Provide the title and the location or web address of
your fieldtrip location. • Summarize the experience
• What will students do? • How will you organize the real or virtual experience?
• Describe student learning activities and essential questions to be investigated.
• Describe the key history-social science concepts that you think this virtual experience addresses.
Graphic Organizer, Mind Map, Infographic
• Brainstorm social studies unit topic and provide a visual of possible subtopics for your thematic unit.
• Plan thematic integration of subject matter with history/social science strands.
• Begin process of organizing a 2-week unit to meet needs of all students focusing on the multiple intelligences and diverse learning styles.
• Due in Week 4
Mind Map of Possible Activities
CivicsConstitution
Field Trips SimulationsDrama
GeographyMaps
CCSS ELA orMath
EconomicsPrimary Sources
Books and Poems
Visual or Performing
Arts
Hands-on Activities
THEME
Curriculum Map – 4 Lessons• Shows the sequence of lessons, content areas addressed in
each lesson, multiple intelligences utilized, and level of depth of knowledge.
• Lessons should progress in a logical sequence and connect with unit objectives
• Lessons should reflect a variety of content areas, multiple intelligences, and levels of depth of knowledge.
Social Studies Lesson PlansLesson Plans with Formative/Summative Assessments•Primary Source Lesson •Visual or Performing Arts Lesson•Common Core (CCSS) in English Language Arts •Additional integrated lessons in math, science, health, PE•Capstone Project-based Lesson: hands-on student learning activity: project, presentation, publication, or performance. The project-based final lesson should include the summative authentic assessment rubric.
Lesson Plan Activities
• Use primary sources (physical or virtual)• Finding Primary Sources: Library of Congres
s • Library of Congress Themed Resources
• Integrate literature (books, stories, poems, plays) and informational text (nonfiction writing in narrative or non-narrative form that is intended to inform.)
• Incorporate the use of technology and digital media for research, publication, or presentation.
• Include hands-on student learning activities.
Visual and Performing Arts Lesson• Music• Drama – Theatre• Dance• Visual Arts
Lesson Planning with Common Core State Standards
• Two of the lessons should meet a Common Core State Standard (CCSS) in English Language Arts and a CCSS in Mathematics.• Use of Informational Text –
Content-Rich Non-fiction• Student Research Using the
Internet • Use of Media and Technology• Multimedia Publishing
Key Questions• What learning experiences and activities will students
engage in? • How will students be grouped during the lesson? • What materials, technology, and resources will you
use during this lesson? • How will you engage and motivate students to learn
the subject matter content? • How will you differentiate your learning activities for
a diverse student population and assure that all students have access to Common Core and curriculum content standards?
Activities• Introduction
• How will you introduce the study to children?• What activities will you do to determine prior knowledge?
• Activities to Build Understanding• Activities that encourage exploration• Activities that build skill • Activities that develop understanding
• Culmination Activities• Activities help children express and generalize what
they’ve learned• Activities to bring closure to the unit
• The first lesson should hook students into the topic and connect to their prior knowledge. (Prezi)
• Focus on the history-social science curriculum strands in knowledge and cultural understanding (history, geography, economics, culture, politics, ethics) or democratic understanding and civic values).
Anticipatory Set
Lesson Format: Instructional Strategies
• Anticipatory Set • How will you interest “hook” students in the lesson, help
them see the purpose and connect with prior knowledge?• How will you help build student understanding of the
concept or skill?
• What teaching or instructional strategies will you use? • Target Vocabulary, Key Concepts, Graphic Organizers,
Contextual Cues, Modeling, Questioning, Reframing, Media and Technology?
• What technology will be used by the teacher and for what purpose?
Lesson Topic and Standards
• Topic:• Grade Level History-Social Science Content
Standard: • Common Core State Standard/s
• English Language Arts in History and Social Studies, Mathematics, Next Generation Science
• Integrated Subject Matter Content Standard/s • Literature, Visual Arts, Performing Arts, Math,
Science, PE, Health
Learning Objectives and DOK Levels
• Lesson Objective(s): • Learners will demonstrate their understanding of
_______by doing ____• Must be measurable.
• Depth of Knowledge (DoK) Level: • Recall – Skill/Concept – Strategic Thinking –
Extended Thinking• Resources/Materials Needed:
• What information or literary texts, digital resources, and materials will be used in this lesson?
DOK – Depth of Knowledge
Depth of Knowledge (DOK)
Assessment and Adaptations• Formative Assessment: Progress Monitoring
• How will you gain understanding of students’ prior knowledge at the beginning of the lesson?
• How will you monitor student progress during the lesson? • How will you assess student understanding at the end of the lesson?
• Independent Practice • What will students do to continue practicing and applying what they have
learned?
• Adaptations• Describe the adaptations you could make in the lesson for English
learners, gifted students or students with special needs and explain why those adaptations would be appropriate?
• Adaptations could be made to any of the aspects of the lesson described above.
Formative Assessments
• How do you document children’s learning?
• How do you know if children understand the big ideas of your unit?
• Documentation for Progress-Monitoring• Graphic Organizers• Exit Slip• Whiteboards• Quick Write• Draw It!• Clickers• Apps: Socrative, Kahoot, Peardeck, Nearpod
Apps and Tools for Formative Assessment
• 56 Formative Assessments – Google Doc• 56 Formative Assessments for Social
Studies• Growing the List: 50 Digital Education
Tools and Apps for Formative Assessment Success
• 5 Fantastic, Fast, Formative Assessment Tools from Edutopia
• Assessment Apps for Teachers
Summative Authentic Assessment• Describe the assessment tool (project, presentation,
performance etc…). • Do Not use a test! • Describe what students are being asked to do, how they
are to complete the task, and the time frame allotted to complete the task.
• Develop a rubric that will be used to evaluate student performance on the final assessment.
• Make sure you design an assessment that addressed the objectives of the unit.
• Allows teacher to focus on what expectations he/she have for student work
• Provides alternative grading system for performance assessment, portfolios, projects, web assignments, etc.
• Can measure a variety of categories in any content area
• Teacher can determine criteria and scale - rather than be subject to standardized testing scores.
Rubrics for Assessment
Rubric Table
Example
Adaptations: Universal Design for Learning
• Multiple Means of Representation • How can you present information and content in different ways?
• Multiple Means of Action and Expression• How can you differentiate the ways that students can express
what they know?
• Multiple Means of Engagement• How can you stimulate interest and motivation for learning?
Media and TechnologyTPACK: Technology, Pedagogy, and Content Knowledge• What media or technology will be used by the
teacher? • What media or technology will be used by the
students?• How will this promote student learning?• What is the purpose of using this technology?
• knowledge building • knowledge expression
TPACK Framework• Technology
Used by Teacher
• Technology Used by Students:• Knowledge
Building• Knowledge
Expression
Annotated Bibliography of Resources
• Resource Books• Literature Connections- At least 1 literature book
or stories/poems that connect to the theme• Informational Text Connections - At least one
informational text that connect to the theme• Primary Sources• Videos/DVDs or other media • Digital Resources and Websites (At least 5 sites)• Possible Guest Speakers (Give job titles)
Signature Assignment in LiveText• Submit in LiveText: http://www.livetext.com • Options for Creating Unit Plan:
• Create one complete document (preferably pdf) and submit that pdf as the LiveText assignment
• Create multiple documents and files and submit all of them one by one in LiveText
• Create your thematic unit in LiveText by copying the template. Insert files in appropriate sections and submit the LiveText document
• Tutorial: https://sites.google.com/site/livetexttutorials/copying-a-livetext-project-template-to-your-computer
