Overview

In this part of the session, the participant will gain an understanding of the critical content-concept web and its role in the unit plan. The participant will also begin to build a critical content-concept web for their own unit.

Objectives

The learning objectives associated with this part of the session are:

1. Follow the Unit Plan Development Process to create a quality conceptual unit.
2. Use the Essential Standards to determine appropriate concepts that may be part of a broad unit.
4. Create a content/concept web for use in a conceptual unit plan.
11. How to apply the North Carolina Professional Teaching Standards in the Social Studies classroom.

Aligned North Carolina Professional Teaching Standards
Standard I - Teachers demonstrate leadership
Standard III - Teachers know the content they teach.
Standard IV - Teachers facilitate learning for their students.
Standards V - Teachers reflect on their practice.

Learning Targets

After this part of the session, participants will be able to do the following statements:
  • I can explain the purpose of a critical content-concept web.
  • I can collaborate with peers to develop a critical content-concept web
    for a conceptual unit.




I. The Purpose of the Critical Content-Concept Web

1 Webbing Example - Content, Concepts, and COs.jpg

Once you have developed your outline, determined your conceptual lens, created your generalizations, and begin to dive into the joy that is unit plan development, it is necessary to lay out the concepts and content that you are actually going to teach. Your first task is to integrate the concepts and topics that cross the 5 strands of Social Studies and also can be derived from other content areas, such as Language Arts, Science, Art, or others. Review the image below and discuss with your peers the positives of this sort of integration within a unit, as well as obstacles you may encounter in effectively implementing this approach.

Integration Image.jpg


A critical content-concept web, like the one linked here and here, allows for us to see how the most important content and concepts that we have chosen to integrate and incorporate into our unit actually tie together.










II. Your Turn

Following the examples that we have provided to you, and considering the unit and conceptual lens that you have selected, begin to complete your own critical content-concept web that will serve as an important element to your unit. We have provided a blank template for your use here.

A list of concepts, organized by strand, is available for you to use here. Please note that this list is NOT definitive or all-inclusive.

Disclaimer

Digital tools used during the course of this presentation have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the presentation.



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