Making the Conceptual Shift Happen
In Social Studies
http://cbci.ncdpi.wikispaces.net
NCDPI K-12 Social Studies Team
Section Chief
Fay Gore
fay.gore@dpi.nc.gov
K-12 Consultants:
Ann Carlock
Ann.Carlock@dpi.nc.gov
Justyn Knox
Justyn.Knox@dpi.nc.gov
Michelle McLaughlin
Michelle.Mclaughlin@dpi.nc.gov
Program Assistant
Bernadette Cole
bernadette.cole@dpi.nc.gov
Introductions
 Share the following:
 You Name
 Grade level you teach
 One positive Social Studies experience you
had during the 2013-2014 school year
 What you hope to gain from this session
 A morning break around 10:00
 Lunch at 12:00 noon
 Afternoon break around 2:15
 Session ends around 3:30
 Session materials
http://cbci.ncdpi.wikispaces.net
http://hcpspacingguides.wikispaces.com
 For unanswered questions and
additional discussion use the Parking
Lot:
https://todaysmeet.com/HertfordCBCI
http://www.123rf.com/clipart-vector/logistics.html
Ground Rules
A few agreements for the day:
 TRUST THE PROCESS!
 Ask as many questions as needed to
clarity and for deep understanding
 Interject your thoughts and ideas
 Participate fully
 Be flexible
Objectives
By the end of today’s session, you will better understandi:
 The three major shifts in the Social Studies Essential
Standards.
 What these shifts mean for revising your current curriculum.
 How to develop the “Big Ideas” for your grade level or
course.
Guiding Question
How can we use the three shifts in social
studies to inform curriculum redesign?
GROUP PRE-ASSESSMENT
 In groups, you will rotate around the
room to respond to each of the three
questions related to the shifts.
 Each group will respond to their
questions.
 When time is called, move clockwise
to the next questions. Read the
responses. Place a check next
responses for which you agree.
Place a question mark next to
something for which you disagree.
Add additional info.
 Do the same for the third round.
 Then, return back to your original
question and be ready to report out.
The Shifts
 Use of Revised Bloom’s Taxonomy
 Use of a Conceptual Framework
 Organization around five broad conceptual
strands
Revised Bloom’s Taxonomy (RBT)
 Provides a framework that
aligns instruction and
assessment to the Essential
Standards
 A system to classify objectives
 by cognitive type
 by type of knowledge
Activity (RBT)
NOTE TO PARTICIPANTS: So that all responses
are anonymous, login using a fun nickname.
The Shifts
 Use of Revised Bloom’s Taxonomy
 Use of a Conceptual Framework
 Organization around five broad conceptual
strands
Focus on Concepts and Big Ideas
K.G.2.1 Explain how people adapt to weather conditions.
Students will understand
that:
• Weather conditions
determine how people
live, work, and play in a
place.
•
•
•
•
•
•
•
•
•
Rain and flood
Winter storm
North Carolinian
Eskimo
Paving the highway
Snowboarding
Thomasville
Ahoskie
Halifax
This is what we are
moving
to…beginning with
the concepts and
teaching to the
generalizations by
using the topics and
facts as examples.
This is what we’ve
been
doing…teaching to
the topics and
facts but, not going
beyond.
The Structure Of Knowledge
PRINCIPLES &
GENERALIZATIONS
CONCEPT
CONCEPT
TOPIC: WORLD WAR II
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
The Structure Of Knowledge
PRINCIPLES &
GENERALIZATIONS
CONCEPT
CONCEPT
TOPIC
WHO?
WHAT? WHEN? WHERE? WHY? HOW?
F
A
C
T
Memorizing Facts Alone Does not Help Students
See The Big Picture
How is this going
to help me in life?
The Structure Of Knowledge
PRINCIPLES &
GENERALIZATIONS
WAR
CHANGE
TOPIC
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
The Brain Does Not Automatically
See The Big Picture (Concepts)
Revolution ?
Conflict ?
Movement ? Change?
Reaction ?
Reform ?
The Structure Of Knowledge
Students will understand
that:
• War may alter the
physical and human
geography of a place?
• Leadership may
change the course of
war.
The “foundational truths” of a
discipline.
PRINCIPLES &
GENERALIZATIONS
CONCEPT
CONCEPT
• Nations go to war to
protect their political
and economic
interests.
F
A
C
T
F
A
C
T
TOPIC
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
http://davidford-cartoons.com
/
Activity (CBCI)
NOTE TO PARTICIPANTS: So that all responses
are anonymous, login using a fun nickname.
The Shifts
 Use of Revised Bloom’s Taxonomy
 Use of a Conceptual Framework
 Organization around five broad
conceptual strands
The Five Conceptual Strands
Geography













Place
Region
Location
Movement
HumanEnvironment
Interaction
Physical
Environment
Landforms
Water forms
Geographic
Patterns
Settlement
Patterns
Civilization
Migration
Resources









Culture
Economics/
Personal
Financial Literacy
Religion
Language
Ethnicity
Society
Civilization
Culture
Diversity
Values &
Beliefs
People










Needs/Wants
Scarcity
Resources
Costs
Standard of
Living
Market
economy
Markets
Trade
Exchange
Supply and
Demand
Civics and
Government










Politics
Limited
Government
Citizenship
Rule of Law
Political Action
Political
System
National
Identity
Individual
Rights
Power
Freedom
People use environmental resources to
meet their basic needs and wants.
History














Change
Continuity
Patterns
Conflict
Cooperation
Revolution
Leadership
Invasion
Conquest
Colonialism
War
National
Identity
Imperialism
development
Activity (5 STRANDS)
NOTE TO PARTICIPANTS: So that all responses
are anonymous, login using a fun nickname.
Essential Question
How can we use the three shifts in social
studies to inform curriculum and
instruction?
Lunch
Design With the end in mind
Does my unit:
 Identify the big ideas (concepts) and
essential understandings (generalizations)
for each content area in the unit?
 Integrate the strands of Social Studies?
 Identify key content & skills?
What Is Concept-based Curriculum
And Instruction?
The Concept-Based Curriculum & Instructional
Framework is …
•A three-dimensional design model that allows
teachers to identify what is important for students to
know, understand, and be able to do in an organized,
planned unit of instruction that promotes student
engagement and thinking.
•During the instruction, teachers use concepts as a tool
to help students see patterns and connections
between facts and related ideas in order to reach a
deeper understanding of the content.
DEVELOPING UNITS OF INSTRUCTION
Step 1:
“Unpack” the state standards for the grade level or
course for which you will develop curriculum.
For Example:
6th Grade
ESSENTIAL STANDARDS
Students will understand
that:
 War may alter the
physical and human
geography of a place.
 Leadership may
change the course of
war.
 Nations often go
to war to protect their
political and
economic interests.
GENERALIZATION=
Enduring Understanding
Two or more concepts in a
relationship...
Concept
Concept
What do I understand as a result of this study?
CONCEPTUAL IDEAS THAT TRANSFER
& DEVELOP “DEEP UNDERSTANDING’
Helpful Guidelines To Remember When
Writing Generalizations
Full sentence statements, describing what, specifically, students
should understand about the critical concepts in the lesson
Guidelines:
1.
2.
3.
4.
5.
6.
No proper or personal nouns or pronouns
Use a present tense verb
Show a relationship between at least two concepts
Transferable idea that is supported by the factual content
Sometimes needs the use of a qualifier (often, can, may)
Think about the connections between and among concepts in
the various strands from your web.
Two or more concepts in a
relationship...
War
Resources
War may decrease the availability of resources.
Two or more concepts in a
relationship...
Rules
Community
Rules allow a community to maintain
order.
Order
Two or more concepts in a
relationship...
Change
Culture
Continuity
Culture exhibits both change and
continuity through time.
Examples from the group:
• Kindergarten: Conflict resolution may help build positive relationships.
• 2nd grade: Meeting needs and wants can help and harm the
environment.
• 6th grade: Migration may spread the values and beliefs of people.
• 4th grade: When groups move into an area existing groups may
experience change.
• 5th grade:
– Geographic factors and culture may determine how a nation grow.
– Geographic factors may lead to settlement patterns.
• World History:
– Geographic and environmental factors can impact development of society.
– Cultural and political practices often have influence on society.
What’s The Big Idea?
1. Watch us model the process.
2. What observations did you make?
3. Select a concept from the middle of the table.
4. Roam the room to find at least one person
from whom you can connect to form a
generalization.
5. Write your generalization on chart paper.
Let’s Write Our Own
1. Review your unit.
2. Select 2-3 clarifying objectives that represent at
lest 2 different strands.
3. Identify the key concepts
4. Write/revise at least 3 generalizations from your
unit using concepts from multiple strands
5. Post your generalization on the Google Doc.
Common Errors
1.
Use of past tense verbs or proper nouns which makes
them facts instead of generalizations
2.
Use of proper nouns or pronouns
3.
Only one concept represented
4.
Use of value statements
5.
Lack of clarity (poor word choice or sentence
construction)
6.
Use of level 1 verbs: impact, affect, influence, is, are,
have (need to scaffold)
Let’s Look at our Generalizations
Google Document
Day One
Exit
Ticket
Complete the Exit Ticket using the 4x6 note card found at
your table:
1. What questions or issues do you still have?
2. What is one thing you are taking way from today?
Thank You!
Making the Conceptual Shift Happen in
K-12 Social Studies – DAY 2
http://cbci.ncdpi.wikispaces.net
YEARLY/SEMESTER PLAN OUTLINES
Step 2-4
Unit
1
2
3
Grade level/Course: __________________
Unit Title
NCSCOS
Clarifying
Objectives
Conceptual Lens
Create an outline of units you may teach for the entire year
or semester. Assign Clarifying Objectives to each unit.
Identify an appropriate conceptual lens. Write a short
description of the unit.
4
5
6
7
8
How Many Units Should We Develop For The Year?
•
•
•
3 to 4 units for grades K-3
4 to 6 units for grades 4-6
5 to 8 units for grades 7-12
1st Grade - SAMPLE YEARLY PLAN OUTLINE
Unit
Unit Title
Clarifying
Objectives
1.C&G.1.1, 1.C&G.1.2,
1.C&G.1.3, 1.C.1.1,
1.C.1.2
1
Why do I need rules?
2
How do I know where I am
going?
3
Money, Money, Money
1.E.1.1, 1.E.1.2, 1.E.1.3
Wow, my community is
larger than I thought.
1.H.1.1, 1.H.1.2, 1.H.1.3,
1.C.1.1, 1.C.1.2,
1.G.2.2, 1.G.2.3,
1.E.1.2, 1.E.1.3,
1.C&G.1.2
4
1.G.1.1, 1.G.1.2,
1.G.1.3, 1.G.2.1,
1.G.2.2, 1.G.2.3
Conceptual Lens(s)
3rd Grade - SAMPLE YEARLY PLAN OUTLINE
Clarifying
Objectives
Unit
Unit Title
1
How Do We Meet Our Basic
Needs?
3.C&G.2.1, 3.C&G.2.2,
3.G.1.1, 3.G.1.3,
3.E.1.1, 3.E.1.2
2
Where in the World are You?
3.G.1.1, 3.G.1.2,
3.G.1.3, 3.G.1.4,
3.G.1.5, 3.H.1.1,
3.H.1.2, 3.H.1.3, 3.C.1.1,
3.C.1.2
3
Understanding Your Local
Government
3.C&G.1.1, 3.C&G.1.2,
3.C&G.1.3, 3.C&G.2.1,
3.H.1.1, 3.H.1.2, 3.H.1.3
Variety Is the Spice of Life
3.H.1.1, 3.H.1.2, 3.H.2.2,
3.H.1.3, 3.H.2.1, 3.C.1.1,
3.C.1.2
4
Conceptual Lens(s)
Your Turn
http://cbci.ncdpi.wikispaces.net/Wallace+Unit+Outlines+Drafts
Grade level/Course: __________________
Unit
1
2
3
4
5
6
7
8
Unit Title
Clarifying
Objectives
Conceptual Lens
The Conceptual Lens
56
Think About It…
Given the example topic the “American Civil War”
Can you…?
Teach about everything there ever was to teach
about the American Civil War in the amount of time
you have to teach?
NO
Teach everything that you want to teach about the
American Civil War in the amount of time you have to
teach?
NO
57
The “Conceptual Lens”
(Is USUALLY A Macro-Concept)
Looking at a topic through a “conceptual lens”…
Provides direction for the thinking.
Is a bridge between the factual knowledge and conceptual knowledge.
Engages a student’s mind and emotions so they…
 gain a deeper level of understanding,
 retain the factual information because it has relevance, and
 are motivated to take ownership of their learning.
DECIDING ON A CONCEPTUAL LENS
 Supports the unit title
 Narrows the scope of
the unit
 Provides direction for
thinking
THE POWER OF A CONCEPTUAL LENS
Persuasive Force
The American Media
Innovation
Perspective
The American Media
The US Civil War
U.S. Civil War
U.S. Civil War
Confederate
Leaders
African
Americans
What are some possible
Conceptual Lenses for….
WH Topic: The Rise
of Transcontinental
Empires
Conceptual Lens:_________________
Topic: The Rise of
Transcontinental
Empires
Power and Authority
Conflict
Movement
Innovation
YOUR TURN…
Decide upon a Conceptual Lens for a unit from the
selected sample outline be prepared to justify why the
lens was chosen.
Topic: _____________________
http://cbci.ncdpi.wikispaces.net/Wallace+Unit+
Outlines+Drafts
Your Homework
http://www.online-stopwatch.com/world-games-swimming/
YEARLY/SEMESTER PLAN OUTLINES
Unit
1
2
3
4
5
6
7
8
Unit Title
NCSCOS
Clarifying
Objectives
Conceptual Lens
Step 5
Content/Concept Web
71
Let’s Observe Teachers
Briefly Discussing The Webbing
Process
Step 5
Geography












Place
Region
Location
Movement
HumanEnvironment
Interaction
Physical
Environment
Landforms
Water forms
Geographic
Patterns
Settlement
Patterns
Civilization
Migration








Culture
Economics/
Personal
Financial Literacy
Religion
Language
Ethnicity
Society
Civilization
Culture
Diversity
Values &
Beliefs










Needs/Wants
Scarcity
Resources
Costs
Standard of
Living
Market
economy
Markets
Trade
Exchange
Supply and
Demand
Civics and
Government










Politics
Limited
Government
Citizenship
Rule of Law
Political Action
Political
System
National
Identity
Individual
Rights
Power
Freedom
History













Change
Continuity
Patterns
Conflict
Cooperation
Revolution
Leadership
Invasion
Conquest
Colonialism
War
National
Identity
Imperialism
Your Turn
Unit Title: ___
Conceptual
Lens: ___
http://cbci.ncdpi.wikispaces.net/Wallace+Unit+
Outlines+Drafts