Appendix ED 372

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of culture and cultural diversity.

Description: The study of culture prepares students to answer questions such as: What are the common characteristics of different cultures? How do belief systems, such as religion or political ideals, influence other parts of culture? How does the culture change to accommodate different ideas and beliefs? What does language tell us about culture? In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum.

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of time continuity and change.

Description: Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows one to develop an historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change? This theme typically appears in courses in history and others that draw upon historical knowledge and habits.

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of people, places, and environments.

Description: The study of people, places and human-environment interactions assists students as they create spatial views and geographic perspectives of the world beyond their personal locations. Students need the knowledge, skills, and understanding provided by questions such as:

Where are things located? Why are they located where they are: What do we mean by "region"?

How do landforms change? What implications do these changes have for people? In schools, this theme typically appears in units and courses dealing with area studies and geography.

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of ideas associated with individual human development and identity.

Description: Personal identity is shaped by one's culture, by groups, and by institutional influences.

Students should consider such questions as: How do people learn? Why do people behave as they do? What influences how people learn, perceive and grow? How do people meet their basic needs in a variety of contexts? How do individuals develop from youth to adulthood? In schools, this theme typically appears in units and courses dealing with psychology and anthropology.

Teachers of social studies at all levels should provide developmentally appropriate experiences as they guide learners in the study of interactions among individuals, groups, and institutions.

Description: Institutions such as schools, churches, families, government agencies, and the courts play an integral role in people's lives. It is important that students learn how institutions are formed, what controls and influences them, how they influence individuals and culture, and how they are maintained or changed. Students may address questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change? In schools, this theme typically appears in units in courses dealing with sociology, anthropology, psychology, political science, and history.

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of power, authority, and governance.

Description: Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U. S. society and other parts of the world is essential for developing civic competence. In exploring this theme, students confront questions such as: What is power? What forms does it take? Who holds it? How is it gained, used, and justified? What is legitimate authority? How are governments created, structured, maintained, and changed? How can individuals' rights be protected within the context of majority rule? In schools, this theme typically appears in units or courses dealing with government, politics, political science, history, law, and other social sciences.

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of how people organize for the production, distribution, and consumption of goods and services.

Description: Because people have wants that often exceed the resources available to them, a variety of ways have evolved to answer such questions as: What is to be produced? How is production to be organized? How are goods and services to be distributed? What is the most effective allocation of the factors to be produced (land, labor, capital, and management)? In schools, this theme typically appears in units in courses dealing with economic concepts and issues.

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of science and technology. Description: Modern life as we know it would be impossible without technology and the science that supports it. But technology brings with it many questions: Is new technology always better than old?

What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? How can we cope with the ever-increasing pace of change? How can we manage technology so that the greatest number of people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological change? This theme draws upon the natural and physical sciences and the humanities, and appears in a variety of social studies courses, including history, geography, economics, civics, and government.

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of global connections and interdependence.

Description: The realities of global interdependence require understanding the increasingly important and diverse global connections among world societies and the frequent tension between national interests and global priorities. Students will need to be able to address such international issues as health care, the environment, human rights, economic competition and interdependence, age-old ethnic enmities, and political and military alliances. This theme typically appears in units in courses dealing with geography, culture, and economics, but may also draw upon the natural and physical sciences and the humanities.

Teachers of social studies at all school levels should provide developmentally appropriate experiences as they guide learners in the study of civic ideals and practices.

Description: An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. Students confront such questions as: What is civic participation and how can I be involved? How has the meaning of citizenship evolved? What is the balance between rights and responsibilities? What is the role of the citizen in the community and the nation, and as a member of the world community? How can I make a positive difference? In schools, this theme typically appears in units or courses dealing with history, political science, cultural anthropology, and fields such as global studies, law-related education, and the humanities.

Monmouth University

School of Education

Department of Curriculum and Instruction

Key Elements for Practice Teacher Work Sample (Unit Plan) Template and Guidelines

Rationale: Candidate to provide a rationale for selecting to teach the topic to the class

Instructional Objectives/Outcome: State the objectives your students will achieve by the end of your instruction. An objective identifies what students will be able to do as a result of their learning. State your objectives in observable, measurable terms.

NCSS Theme: Using the selected themes 1.1, 1.2, 1.3, 1.8, and 1.9 candidates will prepare a unit plan to be covered in a two-week period encompassing 10 lesson plans.

Topic: Each of the ten days will have a specific sub-topic topic directly related to the selected themes and provide a rationale for your lessons sequence.

NCSS Theme: The National Council for the Social Studies (NCSS) standards 1.1, 1.2, 1.3, 1.8, and 1.9 must be covered in your unit. Identify which NCSS themes you are addressing in your lessons.

NJCCCS: Candidate to align the themes with the relevant New Jersey Core Content Curriculum Standards for Social studies 6.1-6.6.

Grade Level: Candidate to specifically indicate the grade level he/she is planning the content.

Materials: Candidate to list and explain all the teaching aids that will be used to help explain and plan for the unit. Include sources of information for both the teacher and students. Include any resources to be used in teaching the unit. Use this space to give full publication details of all the published resources (e.g., books, internet sites, videos, etc.) you have referenced in the unit, as well as any others that may be useful. Also list websites that you haven't referenced in the unit but which might be useful for background information.

Lesson Plan: Provide lesson plans with appropriate standards to cover your key concepts you will teach during this unit. Your lessons must integrate different tools of technology to enhance your teaching and learning process.

Introduction: These activities are designed to introduce the unit in an interesting and motivating way. Plan activities that will awaken students’ curiosity and inspire them to listen and learn more.

Instructional Activities: Plan for strategies and activities that will make your unit content interesting and motivating to your students. These carefully sequenced strategies and activities are the heart of the unit and must relate directly to its central ideas. The activities are things the students and teacher will do to achieve the instructional objectives.

Assessment Activities: Plan for multiple assessment activities should be ongoing throughout the unit to determine the extent to which the students are mastering the concepts and generalizations being taught. Your plan should reflect differentiation in meeting the needs of all students and also a narrative on how you will use the assessment data in making further instructional decisions.

Environmental factors: Candidate must provide a narrative of school environmental factors that might affect student learning and plan their lessons accordingly. These factors include the student social economic background, school community, school district information, student population, student diversity and special education classes in the school.

Completed unit plans are to be carefully edited and submitted to the methods course instructor at the submission date specified in the syllabus. Several revisions may be necessary in order for the candidates to reach the target performance. Unit plans will be scored using unit plan scoring guide and scoring sheet (refer the attachment) provided to show candidates how the unit plan will be evaluated. Each of the items on the unit plan template will be scored independently

1. Candidates will identify a topic, course, and grade-level (9-12) for the resource unit on impact of technological development on society. Depending on the course, a wide variety of technology and science topics and issues might be taught. For example, the invention of gunpowder in China, the Roman system of roads or aqueducts, the invention of early writing systems by the Sumerians, Egyptians, Phoenicians, the impact of the invention and development of major forms of transportation (e.g., the wheel, horses, steam power, automobiles, airplanes), military technology, communications technology, and so on.

The topic can be historical or contemporary and located in any geographic area. The only limit is the relevance to the impact of technology and science on society. The candidate must provide a rationale for selecting and teaching the unit topic. The unit duration must be at least 2 weeks.

2. The resource unit demonstrates a candidate’s knowledge of the nature and progress of the scientific innovation and how technology affects human society and development (Standard 1.8). However, it is always the case that such a unit will also cover other NCSS standards (e.g., 1.1 Culture and Cultural Diversity, 1.2 Time and Continuity, 1.7 Production, Distribution, and Consumption, and 1.9 Global Connections etc.). The candidate must also identify any additional NCSS Standards 1.1 through 1.10 that are covered in the resource unit.

3. Candidate must identify and review at least 30 content related resources for use in the unit. The different resources should include written texts (books, book chapters, and published articles), Web resources, audio-visual materials, and other relevant materials (e.g., maps, photography, artifacts).

4. The candidate should provide an annotated bibliography for each resource. The bibliography must include the citation for the source and a clear description of the resource and how it relates to the topic and to the specific NCSS standards (1.1-1.10) and NJCCCS social studies standards (6.1-6.9) covered by the unit.

5. The candidate must provide a brief explanation of how each resource/material is applied to support teaching the unit.

Resource Unit Components	Details	NCSS SPA
Bibliography	Variety of interdisciplinary resources are noted- Including primary source material and internet resources	1.1, 1.2, 1.7, 1.8, 1.9
Interactive resources and technology	Integration of NCSS content themes through technology resources	1.1, 1.2, 1.7, 1.8, 1.9
Rationale	Show relationship and integration of social studies disciplines
Interrelation of standards	Shows integration of four NCSS standards	1.1, 1.2, 1.7, 1.8, 1.9
Scaffolding of resources	Shows resource integration for all levels of instruction	1.1, 1.2, 1.7, 1.8, 1.9
Interdisciplinary web	Visual demonstration of discipline and standards integration	1.1, 1.2, 1.7, 1.8, 1.9
Appropriate use of standards.	Appropriate NCSS themes and NJCCCS are listed and used appropriately	1.1, 1.2, 1.7, 1.8, 1.9

Table 4.28: Technology and Recourses Unit Components