(EDI 633) Teaching Social Studies and Diversity (GTC)
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
All elements listed
One or more
Few or no
and
Introduction
in unit plan
syllabus guidelines
included. Clear,
well-organized;
provides easy-tofollow introduction
to the unit for the
reader. Very few
or little
editing/grammar
mistakes/typos.
in unit plan
syllabus 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.
missing 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.
elements 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/easyto-follow. Lessons
lead toward
understanding of
the selected
benchmarks.
Lessons
demonstrate
accurate
knowledge of
social studies
content and
benchmarks/GLCE
s, with no content
errors. Lessons are
designed to
address commonly
held student
misconceptions as
well as
misconceptions
identified during
pre-assessment.
Focus on inquiry
learning, with
enough variety of
instruction to
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
“user-friendly”.
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/GLCE
s, with no content
errors. Overuse of
one or two types
of learning
activities, resulting
in students with
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/GLCE
s. 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
accommodate
various learning
styles and levels.
alternative
learning styles
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.