Curriculum planning chart Generative Topic (Blythe et al, 1998): Change Over Time Zachary Powers

Concept* ("The student will understand")

(The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) We can use the lives of the people in our family to measure time and mark change in time. NCSS B.I.sa.2 Learners can have the opportunity to begin to develop the skills of historical thinking that will enable them to differentiate past, present, and future time, and to raise questions and seek answers from historical stories and records from the past. PASS 8.1.3.C. Conduct teacher guided inquiry on assigned topics using specified historical sources. (Reference RWSL Standard 1.8.3 Research) NCSS. A.1.a. Guide learners as they predict how experiences may be interpreted by people from diverse cultural perspectives and frames of reference.

Subject: Introduction to Historical Literacy

Facts ("The students will know")
Students will know that their families and the people they know can be divided by age into generations. Students will know that despite belonging to a common generation, peoples perspectives on a common era and subsequent historical change may differ.

Name:
Activities:

Standard

Assessment (How will you have evidence that they know it?)
Students will generate open-ended questions about life when their grandparents were in 3rd grade. Students will interview grandparents, recording the interview and taking notes. Students will synthesize the content of the interview with respect to predetermined interview questions. Students will compare and contrast different interview responses.

Skills ("The students will be able to")

Students will use a personal interview to investigate questions and interrogate hypotheses they have about the past. Students will be able to synthesize the information gained from a personal narrative into a cohesive description of their grandparents early life and to answer predetermined questions about the past.

Problems to pose ("Guiding questions" or "unit questions")

How has life changed or stayed the same since our grandparents were our age? How does the answer to the previous question change depending on who you talk to?

Students will generate and analyze interview questions based on theme and openendedness Students will practice note taking and interview question/answ er analysis using StoryCorps interviews Students will interview one another. Students will interview a member of the school community. Studens will interview a grandparent, presenting the results of the interview to the class.

Central problem / issue / or essential question (intended to "get at" the concept; the motorvator)

The people in their family, and the people they know can be divided by age into different or common generations.

* It is important to note that the concept might remain the same across subjects (e.g., the concept on the math curriculum table might be the same as the concept on the social studies curriculum table), OR it might be different.

Curriculum planning chart Generative Topic (Blythe et al, 1998): Perspectives on History Subject:. Name: Zachary Powers
Concept ("The student will understand")
(The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) History is always written from an individuals perspective and different perspectives on the same event reveal different histories. Central problem / issue / or essential question (intended to get at the concept; the motorvator) What do the perspectives of the people who participated in, opposed, and lived during the civil right movement tell us about what happened and why?

Standard

Assessment: (How will you have evidence that they know it?)

Facts ("The students will know")

Skills ("The students will be able to") Students will be able to:

Problems to pose ("Guiding questions" or "unit questions")

Activities:

NCSS A.II.sa.1. Teachers can help learners recognize that individuals may hold different views about the past and understand linkages between human decisions and consequences. NCSS. B.I.b. Guide learners in practicing skills of historical analysis and interpretation, such as compare and contrast, differentiate between historical facts and interpretations, consider multiple perspectives, analyze cause and effect relationships, compare competing historical narratives, recognize the tentative nature of historical interpretations, hypothesize the influence of the past on the present.

Curriculum planning chart Generative Topic (Blythe et al, 1998): Writing History Subject: Name: Zachary Powers
Concept ("The student will understand")
(The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson!" #istorians weigh many $ers$e%ti&es to tell history, and they %an tell history in a &ariety of ways' (entral $roblem ) issue ) or essential *uestion (intended to get at! the %on%e$t; the motor&ator!" Why did $eo$le sit in at the +reensboro ,un%h (ountersWhy did it make others so angryWhy did these e&ents ins$ire so many $eo$le PASS 8.1.3.B. .dentify fa%t, opinion, multi$le $oints of &iew, and primary sources as related to histori%al e&ents' PACCSS.CC.1.5.3.D (((/0'0,'1'2" 3erforman%e 4es%ri$tor' /e$ort on a to$i% or te5t, tell a story, or re%ount an e5$erien%e with a$$ro$riate fa%ts and rele&ant, des%ri$ti&e details, s$eaking %learly with ade*uate &olume, a$$ro$riate $a%ing, and %lea $ronun%iation' PACCSS. CC.1.4.3.D (((/0'W'1'6" 3erforman%e 4es%ri$tor781'('1'6 Write informati&e)e5$lanatory te5ts to e5amine a to$i% and %on&ey ideas and information %learly' PACCSS. .nformati&e)75$lanatory9 (ontent (('1'2'1'( (((/0'W'1'6" 3erforman%e 4es%ri$tor 781'('1'6 Write informati&e)e5$lanatory te5ts to e5amine a to$i% and %on&ey ideas and information %learly'

Standard

Assessment: (How will you have evidence that they know it?)
0tudents will work in $airs or in grou$s to inter$ret and e5$lain the +reensboro sit ins and their signifi%an%e' 0tudents will $resent their analysis using a &ariety of media in%luding $i%tures, song, $oems, arti%les, et%' a%%om$anied by a $ersuasi&e e5$lanation of their reasoning'

Facts ("The students will know")

Skills ("The students will be able to")

Problems to pose ("Guiding questions" or "unit questions")

Activities:

4es%ribe the e&ents of the +reensboro 0it .ns using $rimary and se%ondary e&iden%e' Write a brief e5$lanatory essay to $ersuade the reader of their inter$retation of the e&ents'