be able to list all of the compromises made at the Constitutional Convention OR be able to explain the role of compromise and conflict throughout.

be able to list all of the compromises made at the Constitutional Convention

OR be able to explain the role of

compromise and conflict throughout history using examples from the Constitutional Convention?

be able to tell you the populations, natural resources, and climates found in Latin America

OR be able to explain the impact of

population, natural resources, and climate on Latin America’s role in the contemporary world?

Concepts include: Global connections People, places, and environment Production, distribution, and consumption

Topic Based Facts and activities

center around specific topic .

Objectives drive instruction.

Focus learning and thinking about specific facts.

Instructional activities use a variety of discrete skills.

Concept Based Use of facts and

activities are focused by conceptual lens.

Essential questions, drawn from concepts, drive instruction.

Facts are learned to understand transferable concepts and ideas.

Instructional activities call on complex performances using a variety of skills.

Both models value foundation of specific fact-based knowledge and skills

Difference is in culminating focal point of instruction

Topic-based: learning specific facts about a given topic

Concept-based: learning conceptual understandings drawn from the facts Learning about the relationship between

things rather than JUST FACTS.

Conceptual understandings drawn from and supported by critical content (Erickson, 71)

Basis of conceptual teaching Provide scaffolding Standards provide specificity to concepts

This is essence of what students should take from the unit/course

Units will have multiple EUs Intended to be broad

Apply to many situations Apply to different units Apply to different courses/grade levels Written in present tense

References theme and is easily tied to specific knowledge from the unit.

Students will understand that movement of ideas, people, goods, and culture have both positive and negative impacts on the development of societies.

Students will understand that distribution of power in government is a result of existing documents and laws combined with contemporary values and beliefs.

Can be generalized widely across social studies!

Look at standards for common THEMES or CONCEPTS

What do we mean when we say “history repeats itself?”

Think cause and effect relationships What causes wars? Why do people

create governments? How does location impact a society? What’s important about technological innovations?

First unit is key!!! MUST teach the themes to the

studentRelate themes to ideas/experiences

students already have EVERY LESSON should got back to

one of those themes Every element in a course is tied to

a theme

Review of the Enduring Understandings and unit connecting themes for the course

Focus on helping students see the relationship of EU’s to their own lives Make the EU’s relevant to students Have them give examples from personal

experience Socratic like discussion

Develop examples from : Historical events Current events Course related topics

Brain learning New knowledge builds upon previous knowledge Organized according to some structure

Previous knowledge Students experience What they already know about topic

Organizing structure Enduring Understandings

New knowledge Standards and elements

Goal: student understanding of EU’s before starting the course Provide schema for course material Up front students know where the course is

going Start with the end in mind (Covey) Acceleration (Max Thompson, Learning Focused

Schools How Students Learn History in the Classroom

National Research Council

Course ceases to be set of units with info to be memorized for a test

“If you study to remember, you will forget, but, If you study to understand, you will remember”

- Unknown

“It is possible to store the mind with a million facts and still be entirely uneducated.”- Alec Bourne