Curriculum planning chart Generative Topic (Blythe et al, 1998): Collaborative Research Subject: Social Studies / Language Arts

(B. Franklin) Name: Duncan Busser

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) Collaborative research can strengthen the process of accumulating, understanding, and documenting knowledge. Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) How can a class that does not frequently work collaboratively learn how to divide responsibilities by group and individuals within that group, then reconvene and assimilate that information? Go look at the common core and use as much as you can. Also look at PA standards. You should be completely conversant with both.
1.6.3.A: Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions. 11.2.6.C: Classify the components of effective teamwork and leadership.

Standard

Assessment (How will you have evidence that they know it?) The students will create an artifact Almanac book that is made from contributions from four groups of four students each. Individual assessment will be based on the depth and understanding with which each student created her or his contributions to the book. Students contributions will be weighted based on the level of collaboration used in each activity and to the almanac itself. Participation in activities Monitor willingness to work collaboratively

Facts ("The students will know") that recording a large amount of data requires a lot of collaborative work Students can determine their own strengths and work to promote them within a group

Skills ("The students will be able to") find facts in written texts contribute those facts to a collaborative effort work together with a common academic goal

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

Activities:

What does it take to create a collaborative piece of historical research? How do we decide who is responsible for parts of a collaborative piece?

Library skills activity Division of labor activity Parts of a project and parts of a book activities Community project activity KWL Its Too Loud In Here!: Teamwork in the Classroom

Without strict guidelines, how do students decide when they are finished with their contribution?

Curriculum planning chart Generative Topic (Blythe et al, 1998): Studying historical figures Subject: Social Studies
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) The study of historical figures can help us better understand our own world. Central problem / issue / or essential question (intended to "get at" the concept; the motorvator) What accomplishments of Benjamin Franklin are still affecting our lives today? [From: PA Standards for Civics & Government]:
8.2.3.A: Identify the social, political, cultural, and economic contri butions of individuals and groups from Pennsylvania. 8.2.3.B. Explain why certain writings, oral traditions, material artifacts, architecture, and historic places have been maintained in the present and given for the benefits of future generations. 8.3.3.A: Identify and describe the social, political, cultural, and economic contri butions of individuals and groups in United States history.

Name: Duncan Busser

Problems to pose ("Guiding questions" or "unit questions") How does history affect your life today? What can we learn about the present day by looking at the past? Fact Finding: Find a piece of Benjamin Franklins life that is affecting your life today This first one may be enough all of the others relate. Focus the rest of your activities on ways to help your students build skills and capacity. Activities:

Standard

Assessment: (How will you have evidence that they know it?) Classroom discussion: What parts of my everyday life are possible thanks to the efforts of Benjamin Franklin? Classroom discussion: What can we learn by studying history?

Facts ("The students will know") B. Franklins writings, ideas, activities, influence, and inventions affect our daily lives By studying the origin of a modern artifact, we can better understand why it exists. It is possible to make a personal connection to an historical figure

Skills ("The students will be able to") Students will be able to: find relevant facts within printed text, online resources, and multimedia resources express persuasive argument