(EDI 633) Teaching Social Studies and Diversity
Common Course Assessment: Social Studies Unit Plan
(EDI 633) Teaching Social Studies and Diversity
Common Course Assessment: Social Studies Unit Plan
Common Course Standards:
NBPTS Proposition 2: Teachers Know Their Subjects and How to Teach Them
 Demonstrate Knowledge of Content and Pedagogy
 Demonstrate Knowledge of Students
 Select Instructional Goals
 Demonstrate Knowledge of Resources
 Design Coherent Instruction
 Assess Student Learning
NCATE Standard 1
 Appreciate how knowledge is created, organized and linked. (NCATE 1.1, 1.3)
 Have specialized knowledge in how to convey the subject. (NCATE 1.1, 1.3)
 Generate multiple paths to knowledge. (NCATE 1.1, 1.3)
INTASC Standard 7: Instruction and Curriculum Planning
Knowledge: Teacher understands learning theory, subject matter, curriculum
development, and student development and knows how to use this knowledge in
planning instruction to meet curriculum goals.
Dispositions: Teacher values long term and short term planning as an individual and as a
member of a team.
Performance: As an individual and as a member of a tem, teacher selects/creates
learning experiences appropriate for curriculum goals, relevant to learners, and based
upon principles of effective instruction. Teacher plans learning opportunities, lessons,
and
activities
that
address
various
learning
styles
and
meet
the
developmental/individual needs of diverse learners.
Common Course Assessment: Social Studies Unit Plan
Directions to the Student: For the Social Studies Unit Plan, you will develop a 5-7 lesson
unit plan based on the Michigan Curriculum Framework Social Studies Benchmarks and new
Grade Level Content Expectations. Choose 1-2 content area benchmarks or grade level
content expectations. Include an introduction to the unit giving rationale, benchmarks,
grade level content expectations, grade level, time span, and scope and sequence of the
unit. In the body of the unit, give complete directions for 5-7 lessons, including learning
objectives, materials, procedures, social studies content background information, and
assessment (pre, during, and post instruction) strategies. If you are in the GTC Program,
you must follow the Madeline Hunter ITIP lesson plan format for this unit. If you are in the
Elementary Master Program, you may use one of the following lesson plan formats: I.T.I.P.,
Five E, or the Parker Model. Include a bibliography that cites all resources used.
Elements
Unit Overview
Distinguished
Proficient
Progressing
Unsatisfactory
(3)
(2)
(1)
(0)
All elements
listed in unit
All elements listed
in unit plan syllabus
One or more
missing
Few or no
elements
and Introduction
plan syllabus
guidelines
included. Clear,
well-organized;
provides easyto-follow
introduction to
the unit for the
reader. Very few
or little
editing/grammar
mistakes/typos.
guidelines included.
Introduction may be
short or lack the
details needed to
give a complete
overview of the
unit. Organization,
clarity,
editing/grammar
may have some
minor problems.
elements, as
listed in the unit
plan syllabus
guidelines.
Problems with
organization,
clarity, missing
components,
and/or
editing/grammar
are significant
enough to
interfere with
reader’s ability
to easily
interpret the
introduction.
included from
the unit plan
syllabus
guidelines.
Body of the Unit
Unit includes all
required
components, as
listed in the unit
plan syllabus
guidelines.
Thorough lesson
plans with
enough detail
given that
another teacher
could use them.
Clear
organization/eas
y-to-follow.
Lessons lead
toward
understanding
of the selected
benchmarks.
Lessons
demonstrate
accurate
knowledge of
social studies
content and
benchmarks/GL
CEs, with no
content errors.
Lessons are
designed to
address
commonly held
student
misconceptions
as well as
misconceptions
identified during
Unit may have
minor omissions in
required
components, as
listed in the unit
plan syllabus
guidelines. Lessons
may lack some
necessary detail,
making it difficult
for another teacher
to follow them
without guidance.
Possible minor
organization
problems that make
the unit less “userfriendly”. Possible
issues with scope
and sequence, or
with lesson focus,
that may interfere
with students
learning the chosen
benchmarks.
Lessons
demonstrate
accurate knowledge
of social studies
content and
benchmarks/GLCEs,
with no content
errors. Overuse of
one or two types of
learning activities,
resulting in students
with alternative
learning styles
Unit may have
significant
omissions in
required
components, as
listed in the unit
plan syllabus
guidelines.
Lessons are
difficult to follow
and lack detail.
Lack of
organization
throughout unit.
Hodge-podge of
activities that do
not contribute to
students
learning the
chosen
benchmarks/GL
CEs. Social
studies content
errors or
misconceptions
may be
apparent in the
lessons. Lack of
variety in lesson
design. Over
reliance on
didactic
instruction with
little or no
opportunity for
student inquiry.
Unit includes
few or no
required
components
listed in the unit
plan syllabus
guidelines.
Bibliography
pre-assessment.
Focus on inquiry
learning, with
enough variety
of instruction to
accommodate
various learning
styles and
levels.
being
disadvantaged.
Didactic teaching
outweighs inquirybased instruction.
Variety of
resources
(books,
websites, multimedia, area
resource people,
etc.) listed using
APA format (see
knowledge base)
list in syllabus or
consult the
current APA
Style Guide). At
least 10
resources cited.
All sources used
are cited.
Lack of variety or
quantity (5-9) in
resource list. Some
minor mistakes with
APA format and/or
minor publication
information missing,
but all resources
used are cited.
Skimpy and
unvaried
resource list.
APA format not
used and/or
significant
citation
information
missing. Some
missing citations
for resources
used.
Few or no
resources listed.
APA format not
used.