How To Plan For Daily Instruction
Step
What
Questions
Snapshot
Look At The End First
Examine Time Allocated
3
• Refer to the Year at a Glance document to
determine how many days have been allocated
for each unit of study.
• Refer to the Curriculum Guide to determine the
allocation of time for each topic.
Mazlow’s Hierarchy of Needs
Factual
Conceptual
Metacognitive
Abs
trac
t
Kn
ow
ledg
e
Knowledge Dimension
Difficulty vs. Complexity
Evaluate
Complexity
Analyze
LOW
HIGH
1
3
ledg
e
Apply
Remember
Page 26
U.S. History Since 1877 - August 2013
2
HIGH
SAISD Social Studies Department
Difficulty
Cognitive Dimension
LOW
Understand
• How much time do
students have to master
the knowledge and skills
for the lesson?
4
Adapted from Pearson Education Inc. ©2011
SAISD Social Studies Department
Page 112
'
SAN$ANTONIO$INDEPENDENT$SCHOOL$DISTRICT$
Pacing$Guide$–$U.S.$History$Since$1877$
2013$–$2014$Instructional$Calendar$
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'
August$2013$
Topic$
12$
13$
14$
15$
16$
19$
20$
21$
22$
23$
[26$
27$
28$
29$
30$
3B, 3C, 15B, 24B, 26A, 27A
Celebrate Freedom Week
September$2013$
Life at the Turn of the Century
3$
4$
5$
6$
3A, 3B, 3C, 3D, 12A, 13A, 13B, 14A, 15A, 15C, 23B, 26B
The Progressives
10$
11$
12$
13$
17$
18$
19$
20$
23$
24$
25$
26$
27$
5A, 6A, 6B, 13A, 15C, 16A, 19C, 25A, 25B, 27C
$
$
$
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2D, 12A, 15E, 16B, 16C, 16D, 16E, 19A, 19B, 20B, 26D
1$
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10$
11$
15$
16$
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18$
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29$
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$
6$
$
7$
13$
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15$
20$
21$
22$
26$
27$
28$
29$
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December$2013$
2$
3$
4$
5$
6$
9$
10$
11$
12$
13$
16$
17$
18$
19$
20$
23$
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25$
26$
27$
30$
31$
$
$
$
31$
9A, 9C,9E, 9F, 9G, 9H, 9I, 23A, 24B
Limits and Change
Modern Era
2D, 10A, 10B, 10C, 10D, 10E, 10F, 11A, 11B, 13A, 14B,
STAARt Success
Assessment Window
Research Project
Professional$Development$/$Teacher$
Work$Days$/$Student$Holidays$
Staff$/$Student$Holidays$
5$
6$
7$
11$
12$
13$
14$
18$
19$
20$
21$
24$
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3$
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18$
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[31$
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$
$
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20$
21$
27]$
28$
$
April$2014$
$
'
State$Assessment$Windows$
October$21$–$24$
December$2$–$13$
March$3$X$6$
March$31$–$April$4$
April$21$–$24$
May$5$–$16$
1$
2$
3$
4$
7$
8$
9$
10$
11$
14$
15$
16$
17$
18$
21$
22$
23$
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$
$
May$2014$
Social$Studies$Activities$
Professional$Learning$
Fall$Conference:$$October$26th$$
Winter$Conference:$$January$25th$$
SAISD$History$Day:$$January$14th$$$
STAARt$Success:$$February$27th$
ALL$TRAININGS$&$DEPT.$CHAIR$MTGS.$$AT$
REGION$20$
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'
'
'
'
'
4$
10$
17$
March$2014$
2D, 6A, 8A, 8D, 8E, 8F, 9B, 9C, 9D, 9F, 9I, 17D, 19B, 21A
8$
12$
19$
24$
30$
The Cold War
The Civil Rights Movement
1$
11$
18$
10$
17]$
23$
29$
2D, 8A, 8B, 8C, 12B, 17B, 17D, 27B
November$2013$
3$
9$
16$
22$
28$
February$2014$
World War II
$
2$
8$
15$
[21$
3$
Roaring 20s
The Great Depression
2D, 7A, 7B, 7C, 7D, 7E, 7F, 7G, 17A, 19B, 26F, 27B
7$
1$
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27$
Imperialism and World War I
2D, 4A, 4B, 4C, 4D, 4F, 12A, 12B, 15C, 15D, 19B, 26F
October$2013$
$
7$
13$
3A, 3C, 5A, 5B, 5C, 9A, 14B, 15B, 15E, 23B, 25A, 26A
9$
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[28$
$
6$
Industrialization & Gilded Age
1A, 1B, 1C, 9A, 14C, 21B, 22A, 23C, 26E
2$
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January$2014$
Thinking Like a Historian
29A, 29B, 29C, 29D, 29E, 29F, 29G, 29H, 30A, 30B, 30C,
31A, 31B, 32A, 32B
*Dates'Subject'to'Change'Due'to'Pacing'Adjustments'
SAISD Social Studies Department
Reproduction rights granted only if copyright information remains intact.
U.S. History Since 1877 - August 2013
Year at a Glance
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®SAISD Social Studies Department
Procedural
Create
now
2
• Based on Step 1, determine which piece of the
Knowledge student expectation is going to be
the focus of the question.
• Determine what type of Processing student
expectation is going to be used in order to dual
code the question.
• Determine the Cognitive level of the question
based on the Knowledge and Processing
student expectations.
• Determine the Level of Understanding for the
question.
• Determine what types of visuals are going to be
needed:
• Graphic Organizer
• Political Cartoon
• Primary Source
• Chart
• Graph
• Timeline
• Write the prompt for the question.
• Write the possible answers for the prompt.
Ensure that the distractors are not obviously
wrong and could be plausible.
• How will their final
assessment to gauge Dimensions of Learning
mastery look like?
• What skills are you going
to develop in your
students?
cret
eK
Generate STAAR-Level Questions
Con
1
• By the end of the lesson,
where do students need
to be?
• Examine the expected outcome(s) as according
to the Texas Essential Knowledge and Skills
(TEKS).
• Use both knowledge statements as well as
processing statements when planning.
$
$
$
1$
5$
6$
7$
8$
2$
9$
12$
13$
14$
15$
16$
19$
20$
21$
22$
23$
26$
27$
28$
29$
30$
2$
3$
June$2014$
4$
5]$
6$
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Page 7
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7/25/13'
U.S. History Since 1877 - August 2013
How To Plan For Daily Instruction
Page 1
How To Plan For Daily Instruction
Step
4
5
6
7
What
Write Your Clear Learning Objective(s)
• Once you have determined how much needs
to be mastered by a certain time, create a
Clear Learning Objective to help students
understand what you expect them to have
mastered by the end of the lesson.
• Use the format: Given information pertaining
to the lesson, the student will be able to
processing verb with knowledge information
using strategy.
• Ensure the learning objective is clear to the
learner and not just the author.
Questions
• What do you expect
your students to have
mastered by the end of
the lesson cycle.
Connections
• How are you going to
help students connect
• Create bridging strategies to bring the
students from what they have learned to how
what they have learned
they will be able to demonstrate mastery on a
to how it might look on
STAAR-Level exam.
an assessment?
Chunk The Big Picture Down
• Take the scope of what needs to be taught
and break it down into sizable chunks for the
lesson cycle into daily lessons.
• Refer to the SAISD Social Studies
Curriculum to help determine scope.
• Create a list of vocabulary words to introduce
to students based on the TEKS. (Avoid
laundry lists of triviality)
• How can you make
content comprehensible
by breaking it down into
sizable chunks?
• What is the language of
the TEKS?
Determine Teacher-Led Portions
• Determine points of direct-teach within the
lesson cycle.
• Determine how students are going to record
information during the Teacher-Led portions.
• Limit the direct-teach cycle to 10 minutes or
less.
• What are the main
points you want to get
across?
• How are you going to
distribute chunks of
information into minidirect teach sessions?
• Where are students
going to record
information?
®SAISD Social Studies Department
Snapshot
• Given information on
the causes of the
Spanish-American War,
the student will be able
to analyze how various
actions taken by
individuals and the
United States moved
the United States into
the position of a world
power through the use
of primary sources.
• Graphic Organizers
• Document Analysis
Chapter 9
The Americans:
Reconstruction to the
21st Century, McDougal
Littell (2003)
Cycle 1: Populism
Primary Sources
•
Interstate
Commerce Act
(1887)
•
Munn v. Illinois
•
Cross of Gold
Speech
•
Child Labor Photo
•
Pendleton Civil
Service Act
•
Attack on the
Meatpackers
(1906)
•
Pure Food and
Drug Act (1906)
•
We The People…
(1873)
•
•
Online Sources
•
Til We Have
Suffrage Lesson
•
•
•
•
•
•
Divide students into pairs.
Distribute one copy of the Pieces of a Picture graphic organizer to each student. (See
04_01_populism)
Either project or distribute the Pieces of a Picture graphics to each group. (See 04_01_populism)
Explain to students they are looking at parts of a picture that was created during the time that
they are studying.
Explain to students they are to work as a team to examine the pieces to try to figure out what the
picture, that they will see soon, means.
Demonstrate how to examine Piece 1 and how to describe what they see and what they think it
means on their graphic organizer.
Have students examine the remaining pieces.
Once time has expired, have teams report out their findings.
Project or distribute Gift for the Grangers. (See 04_01_populism)
Explain the meaning and significance of the poster and how the pieces they examined relate
back to the Populist Movement in the United States.
Effects of Populism GO
Investigation Notes GO
Muckrakers of America
GO
ELPS Stems:
•
Farmers faced difficulties
because…
•
Populists wanted to…
•
Progressives wanted to…
•
Examples of Progressive
initiatives include…
•
People who did not
benefit from Progressive
initiatives include…
Teacher Input, Guided Practice, and Vocabulary Development
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Explain the issues and problems facing farmers by the late 19th Century including:
o Overproduction
o Rising costs
o Natural disasters
o Farmer debt
Explain the effects for each of the issues and problems.
Distribute one copy of the Causes for Farming Issues graphic organizer to each student.
Have students fill out their graphic organizers based on the information presented.
Have students reflect on the national effect of the problems and issues facing farmers.
Explain to students the reasons for the development of the Grange Movement including main role
players and the philosophies.
Explain to students that some federal action took place to try to help regulate some of the issues
including:
o Munn v. Illinois
o Interstate Commerce Act (1887) (See Student Resource Book)
Explain to students the costs and benefits of the Interstate Commerce Act.
Using their resources, have students complete the Dealing with Farming Issues GO. (See
04_01_populism)
Explain the rise of the Populists as a national political party including what they wanted to
change.
o Direct election of senators
o Nationalization of railroads, telegraphs, and telephones
o Graduated Income Tax
o Restrictions on immigration
o Term limits for the President of the United States
o Secret ballots
o Shorter work day
o Unlimited silver coinage
Group students into pairs.
Distribute one copy of the Populist Platform graphic organizer to each student. (See
04_01_populism)
Have students work as a team to fill out the graphic organizer filling in the second column
describing each of the platform issues.
After students have had sufficient time to complete both columns of their graphic organizers,
have teams share out their responses.
Explain to students that many of the changes demanded by the Populists were eventually
incorporated into law.
Provide examples of how some of the “planks” on the Populist platform were incorporated into
federal statutes.
Project the Election of 1892 placard and explain the location of where the Populists were
successful.
Further explain how 3rd Parties can affect elections and election outcomes.
Distribute one copy of 3rd Parties Are… to each student.
Have students individually complete the graphic organizer using information from their resources
and class discussion.
©!SAISD!–!Permission!Required!for!Use.!
Reproduction rights granted only if copyright information remains intact.
•
•
•
Anticipatory Set (Hook)
•
•
!!!!!!!!!!!!!!!!!!!!!!!!!!!First!Grading!Period!2013!G!2014!
Pieces of a Picture GO
Causes of Farming Issues GO
Dealing With Farming Issues
GO
Populist Platform
33!|!U . S . ! H i s t o r y ! S i n c e ! 1 8 7 7 ! !
How To Plan For Daily Instruction
Page 2
How To Plan For Daily Instruction
• What strategies will you
use that have high
levels of interactivity and
provide depth and
complexity?
• How are you going to
integrate reading and
writing skills?
• How are students going
to build their knowledge
and skill base?
• How will independent
practice look different
from guided practice?
Create a Hook
Create
a
strategy
that provokes interest from
•
your students. Experiential Exercises and
Visual Discoveries are good strategies to
use.
• How are you going to
make something
relevant or interesting to
your students so they
want to know more?
Create Essential and Guiding Questions
• Create one essential question that has to be
answered by students at the end of the
lesson. Essential questions should be broad
and not answered by a simple “yes” or “no”.
• Create guiding questions about specific
information to help guide understandings.
• What questions can be
asked so students can
self-check their
progress?
•
•
•
10
11
®SAISD Social Studies Department
Students can design advertisements that represent migration,
settlement, or the significance of a specific site.
Annotated Illustrations
Students create an illustration to demonstrate
events such as processes, causal chains, and
effects. Students also provide an explanation
(annotation) of what they drew.
Students could make annotated illustrations to recount a story
of travel or migration, to represent a specific moment in time,
or to label architectural features.
Example(s)
Book / Compact Disc
Covers
Students create an original Book, Magazine, or
CD cover using artifacts and explanations of a
topic.
Design a cover for Common Sense. Include on the front cover
a two-sentence summary of the life and experiences of
Thomas Paine, a quotation from Common Sense with a onesentence explanation of what the quotation means, and three
comments from other revolutionary leaders.
Caricatures
Students draw a caricature of figure or group of
people to illustrate the characteristics of the
person or group of people.
Draw a caricature of Alexander Hamilton. Label aspects of the
caricature to show his views on these topics: the nature of
human beings, best type of government, political parties, ideal
economy, and the Constitution.
Commemorative
Markers
Students can design and create plaques or
markers to commemorate and summarize the
significance of important places
and events.
Create a marker to commemorate the birthplace of Siddhartha
Gautama, the Buddha. The marker should include a picture
of Siddhartha from some stage in his life, a short biography, an
a explanation of how the Buddha’s life influenced the history of
Asia.
Eulogies
Students can write eulogies to extol the virtues of
prominent historical figures or civilizations.
Write a eulogy for Susan B. Anthony, including an appropriate
inscription for her tombstone.
Facial Expressions
By drawing heads with pertinent facial
expressions and related thought bubbles,
students can summarize the feelings of groups
who have different perspectives on a single topic.
Draw heads and show the facial expressions of the negotiators
from each country represented at the Paris Peace Conference
at the end of World War I. Make thought bubbles revealing
each leader’s goals for the peace treaty.
Flow Charts
Students can draw flow charts to represent causal
relationships or to show steps in a sequence.
Create a flow chart showing how the Cold War intensified from
1945 to 1949.
Forms of Poetry
Students might write a poem, perhaps in a
specified style or format, to describe a person,
place, event, or the feeling of a moment.
Using the word depression, write an acrostic that describes the
impact of the Great Depression.
Illustrated Dictionary
Entries
Students can explain key terms in a lesson by
making their own illustrated dictionary entries.
They define the term in their own words, provide
a synonym and an antonym, and draw an
illustration that represents the term.
Create an illustrated dictionary entry for the term monopoly.
Illustrated Proverb
Students can choose a familiar proverb that helps
explain complex concepts, and then illustrate the
proverb to show how it pertains to the situation
they are studying.
Complete this statement: “The Loyalist arguments against
colonial independence are best represented by this
proverb... .”
Below the proverb, make a simple illustration to show its
meaning and label the historical comparisons.
SAISD Social Studies Department
Page 97
U.S. History Since 1877 - August 2013
Skill Builders - Visual Analysis (Pictures/Illustrations)
How To
Have students read the title of the visual. If there is not a title, have
them decide what the visual is about. Have students determine
what is the subject/topic of the picture?
1
Have students identify the people and objects shown in the visual
and explain who and what are shown in the picture?
2
Have students identify the relationships among people and objects
in the visual. Have students make the connections among the
people and objects in the picture to the past or present?
3
Write or state a summary of the visual in one sentence.
4
26 “… Our whole system of self-government will
crumble either if officials elect what laws they
will enforce or citizens elect what laws they will
support. The worst evil of disregard for some law
is that it destroys respect for all law.…”
28 What was a basic cause of the Great Depression
of the 1930s?
(1) Too many antitrust laws were passed.
(2) Tariffs on foreign manufactured goods were
reduced.
(3) The distribution of income was unequal.
(4) Immigration was not limited.
— President Herbert Hoover, 1929
Which issue is President Hoover discussing in
this statement?
(1) national Prohibition
(2) environmental conservation
(3) Social Security taxes
Visual
(4) voting rights for
women
29 Which action is an example of international
appeasement?
Visual
Analysis
(1) Congress authorizing the Manhattan Project
Title of Visual
/ What It Should Be Titled
(2) Japan attacking
Pearl Harbor
(3) Germany signing a nonaggression pact with
the Soviet Union
(4) Great Britain and France agreeing to Hitler’s
demand for part of Czechoslovakia
Base your answer to question 27 on the poster
below and on your knowledge of social studies.
1
30 President Franklin D. Roosevelt said the United
States needed to become the “great arsenal of
democracy”
mainly because he was trying to
What I Recognize (Symbols / People / Objects / Words)
(1) increase the number of Supreme Court
justices
(2) assist the Allied nations
(3) limit the influence of the defense industry
(4) gain public support for a third term
2
31 The Nuremberg War Crimes trials of 1945–1949
established the international precedent that
Relationships / Connections to the Past or Present
(1) the United States should avoid commitments
with foreign nations
(2) military leaders cannot be held responsible
for wartime actions
(3) individuals may be tried for crimes against
humanity
(4) soldiers must obey an order even if it conflicts
with basic humanitarian values
3
What I Think Is the Main Idea of What I am Looking At
32 The GI Bill helped soldiers who served in World
War II by
(1) mandating integration of the military
(2) funding college education for veterans
(3) requiring women to surrender their wartime
jobs to men
(4) eliminating union seniority rules that hurt
veterans
Source: Graphic of National Recovery Act (NRA) Blue Eagle,
National Archives and Records Administration
4
27 The cooperation mentioned in the poster was
intended to be between
(1) business and government
(2) consumers and producers
(3) workers and retirees
(4) socialists and capitalists
[6]
U.S. Hist. & Gov’t. – June ’12
SAISD Social Studies Department
Page 60
U.S. History Since 1877 - August 2013
Dossier Of Evidence
How To
1
Select an event from the Texas Essential Knowledge
and Skills, especially critical turning points in history.
2
Create different “dossiers” containing primary
documents, charts, visuals, maps, and graphs that
surround the event.
3
Divide students into teams and demonstrate how to
conduct an investigation in order to draw conclusions.
4
Provide teams with a dossier each and explain what
they are looking at as investigators.
5
Provide students with an evidence template for them
to record their findings on.
6
Have students present their conclusions to the rest of
the teams and then have students create a writing
reflection.
SAISD Social Studies Department
Reproduction rights granted only if copyright information remains intact.
Choose one of the following proverbs or another one familiar
to you:
Don’t bite the hand that feeds you.
Children should respect their elders.
Don’t cut off your nose to spite your face.
Adapted from Teacher’s Curriculum Institute
Page 74
U.S. History Since 1877 - August 2013
Visual Discovery
What is it?
•
Explanation
Students create persuasive magazine/website
ads germane to a topic studied.
Students view, touch, interpret, and bring to life compelling visuals as they discover key social studies concepts. The
strategy sharpens visual-literacy skills, encourages students to construct their own knowledge through higher-level
thinking, develops deductive reasoning, and taps visual, intrapersonal, and body-kinesthetic intelligences.
•
Examples of Processing Assignments
Strategy
Advertisements
What is it?
Determine Active Student Engagement
Strategies
Refer to the SAISD Social Studies
Curriculum Guide, Days 2-3 from the August
PLC booklet and other resources such as
TCI, Dinah Zike Materials, DBQ Project, and
the Social Studies Recipes for Success book
for strategy ideas.
Ensure there are opportunities for students to
connect concepts with specifics.
Provide differentiated instructional strategies
to provide opportunities for all students to
succeed.
Ensure students have exposure to reading
materials on a daily basis.
Ensure students have opportunities to write
and reflect on a daily basis.
Differentiate between guided practice
activities and independent practice activities.
Snapshot
Whether students are looking at photographs, charts, graphs, timelines, maps, or political cartoons, they have to
develop a metacognitive process in order to understand what they are looking at.
Determine Daily Demonstrations of
• How are students going
Learning
to demonstrate what
Refer
to
Days
2-3
from
the
August
2013
PLC
they have learned on a
•
booklet to choose a processing strategy as a
daily basis?
Daily Demonstration of Learning.
• Determine where in the lesson cycle you are
going to insert mini-checks for understanding.
These can include items such as graphic
organizers, response-groups, problemsolving groups, and reflections in the
Interactive Student Notebooks.
•
9
Questions
What is it?
8
What
If students are to think as historians, they need to have the opportunity to conduct investigations into the documents of the
past. Dossier of Evidence provides the opportunity for students to examine different pieces surrounding an event in order to
determine the different aspects of important events.
Step
1
2
3
4
5
Use powerful images to teach social studies concepts.
Arrange your classroom so projected images will be large and
clear.
Ask carefully sequenced questions that lead to discovery.
Challenge students to read about the image and apply what they
learn.
Have students interact with the images to demonstrate what they
have learned.
Examples:
* Magic Paper
* Quadrant
* Tell the Story
* Virtual Museum
When To Use It:
* Introducing Big Ideas
* Prediction of Topic
* Summarize Main Ideas
* Primary Source Analysis
* Compare Visuals to Draw Conclusions
Adapted from Teacher’s Curriculum Institute
SAISD Social Studies Department
Page 51
U.S. History Since 1877 - August 2013
• How do nations justify
War?
• What were the MAIN
causes of World War II?
• How did the Treaty of
Versailles affect
different nations in
Europe?
How To Plan For Daily Instruction
Page 3
How To Plan For Daily Instruction
Step
12
What
Peer-Review Everything
• Have members of your Social Studies team
review your plan and assessment questions
for clarity, rigor, and alignment.
®SAISD Social Studies Department
Questions
Snapshot
• Is the plan aligned to the
expectations of the
state?
Reproduction rights granted only if copyright information remains intact.
How To Plan For Daily Instruction
Page 4
Planning Document
Lesson Outline
Date
Subject
Lesson Focus
Content TEKS
Day
Topic
Content Vocabulary
Processing Vocabulary
Processing
TEKS
Clear Learning
Objectives
®SAISD Social Studies Department
Reproduction rights granted only if copyright information remains intact.
Planning Document
Page 1
Planning Document
Lesson Outline
Active Student
Engagement
Strategies
Daily
Demonstration
of Learning
STAAR-Level
Assessment
Question
Samples
®SAISD Social Studies Department
Reproduction rights granted only if copyright information remains intact.
Planning Document
Page 2