World History Standards for Grade 7
1) Disciplinary Skills and Processes
2) Study of Specific Eras
o WHG Era 1 – The Beginnings of Human Society
o WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples
o WHG Era 3 – Classical Traditions, World Religions, and Major Empires
o WHG Era 4 – Expanding and Intensified Hemispheric Interactions
3) Final Project
4) Integration of Other Disciplines
High School World History Standards
1) Study of Specific Eras x Lens/Frames
o WHG Era 5 – The Emergence of the First Global Age, 15th to 18th Centuries
o WHG Era 6 – An Age of Global Revolutions, 18th Century-1914
o WHG Era 7 – Global Crisis and Achievement, 1900-1945
o WHG Era 8 – The Cold War and Its Aftermath: The 20th Century Since 1945
2) Final Project on Contemporary Issues
3) Social Studies Processes and Skills
In
order to think about our units and lessons, we therefore have to have a
process for drawing upon diverse standards across multiple areas of the
document. In general, we want to integrate:
a) Global patterns, inter-regional interactions, and regional case examples
b) Essential research and literacy skills in the discipline
c) Concepts and connections from other social studies disciplines
What are ways that we can do this?
1) Plan units that are focused on an era, but that that have an essential question that links to another discipline.
Examples:
§ Did the agricultural revolution solve or invent food scarcity? (history integrated with economics)
§ Did the agricultural revolution promote equality or inequality? (history integrated with government)
2)
Make sure to integrate projects and activities into every unit that
emphasize aspects of the inquiry arc (where students examine primary and
secondary sources, make claims, and write narratives that evaluate
agency, motive, and cause/effect).
3) Use regional case examples to illustrate global trends.
4)
Look for moments of inter-regional “historical convergence”: trade,
migration, war, empire, and cultural and technological diffusion.
Wednesday, January 18, 2017
Wednesday, January 11, 2017
Writing Learning Objectives in the Social Studies Classroom
As I noted in class, the art of writing clear learning objectives is probably not essential to the work of teaching. As long as we are thoughtful about our purpose, concise formulations of how cognitive operations interact with specific subject-matter content are probably not going to make or break us as teachers.
On other hand, what Andrew and I noticed in class today was that by asking you to specify your cognitive operation, we tended to push you beyond simply asking students to “recall” or “know” the facts and theories of the social science disciplines.
This is a good thing.
It’s helpful to know about Turner’s “Frontier Thesis”—but it’s even more useful to debate whether or not that thesis really explains anything about the American character. That is, we must always recall there are many ways to interact with content—that true knowledge requires us to turn it about in our heads, and to ultimately decide on its significance and power.
It’s also really helpful, especially in world history, to get specific about content. Viewed in one way, all the material in a social studies courses are case examples about how humans act in certain situations. We should thoughtfully choose our case examples in order to broaden our students’ view of the world and to help them best understand the big ideas we are attempting to explore.
Teaching is not purely linear. In a good Socratic discussion, for example, we don’t always know where we will end up. We don’t know what the students will have learned. In this case, writing a learning objective is not even possible.
But the reality is that the current policies and trends require that we be able to formulate what we want students to do ahead of time. And that we be able to express these students performances in concise and technical language. Hence, the need for us to practice writing these learner outcomes and to include them on all of our public documents.
On other hand, what Andrew and I noticed in class today was that by asking you to specify your cognitive operation, we tended to push you beyond simply asking students to “recall” or “know” the facts and theories of the social science disciplines.
This is a good thing.
It’s helpful to know about Turner’s “Frontier Thesis”—but it’s even more useful to debate whether or not that thesis really explains anything about the American character. That is, we must always recall there are many ways to interact with content—that true knowledge requires us to turn it about in our heads, and to ultimately decide on its significance and power.
It’s also really helpful, especially in world history, to get specific about content. Viewed in one way, all the material in a social studies courses are case examples about how humans act in certain situations. We should thoughtfully choose our case examples in order to broaden our students’ view of the world and to help them best understand the big ideas we are attempting to explore.
Teaching is not purely linear. In a good Socratic discussion, for example, we don’t always know where we will end up. We don’t know what the students will have learned. In this case, writing a learning objective is not even possible.
But the reality is that the current policies and trends require that we be able to formulate what we want students to do ahead of time. And that we be able to express these students performances in concise and technical language. Hence, the need for us to practice writing these learner outcomes and to include them on all of our public documents.
TE 408 Assignments
Here are links to our TE 408 assignments for the spring 2017 semester:
Objective Exam assignment
Formative Assessment assignment
Formal Lesson Plan assignment
Objective Exam assignment
Formative Assessment assignment
Formal Lesson Plan assignment
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