Elem+S.S.+CBA

Version:1.0 StartHTML:0000000245 EndHTML:0000057040 StartFragment:0000022077 EndFragment:0000057004 SourceURL:file://localhost/Users/patticone/Desktop/Professional/Technology/Ed%20Tech%20Assessment/1.21.10.Elementary_Connecting_SS_with_ET **Social Studies “Cultural Contributions” CBA Prompt:** Knowing about different cultural groups will help you make connections with your community, your country, and our world. You will develop a position on how cultural groups have contributed to society by comparing contributions of two cultural groups to the development of local, tribal, Washington State, United States, and/or world history. In a cohesive paper or presentation, you will **//will use electronic resources//**: § Draw a conclusion on how two groups made cultural contributions to your community or the world by comparing the contributions of each cultural group with one similarity or difference. § Explain three or more examples of contributions made by the two cultural groups (at least one contribution per group). § List two or more **//electronic//** sources including the title, author, type of source, and date of each source. || **Social Studies Standards:** 3.2.2 Understands the cultural universals of place, time, family life, economics, communication, arts, recreation, food, clothing, shelter, transportation, government, and education. 4.2.2 Understands how contributions made by various cultural groups have shaped the history of the community and world. 5.4.1 Draws conclusions using at least two clear, specific and accurate examples in a paper or presentation. 5.4.2 Prepares a list of resources, including the title and author for each source. |||| **Educational Technology Standards:** **1.1.1 Generate ideas & original works for personal & group expression using a variety of digital tools.** 1.2.2 develop cultural understanding & global awareness by engaging w/ learners of many cultures 1.3.2 locate & organize information from a variety of sources & media 2.1.1 practice personal safety 2.1.2 practice ethical & respectful behavior 2.3.1 select & use common applications || **Suggested Directions for Teachers:** **//**21st century skills are built in to the project (kids work individually at the very end).//** **//Could give some scaffolds to students about what 21st C skills are (collaboration) at the beginning of project.//** *Teacher would need a checklist of what needs to be done prior and also what tech skills have been taught before giving CBA. (pre-requisite checklist for teachers) __Essential Question__ § Discuss with students what the focus of the CBA is, why it is important, and how it is relevant to students’ lives. § Develop and/or share Essential Questions with students on the topics, events, issues, or questions related to the CBA. __Key Concepts, Vocabulary, & Background Knowledge__ § Select a topic, issue, event, or question related to the CBA. Use it as a model to help students understand the key concepts related to the CBA. § Review the background for the topics, issues, events, questions, and concepts related to the CBA. § Have a discussion about topics, issues, events, questions, and concepts related to the CBA. __Inquiry__ § Determine the level of choice for students in selecting the topic, event, issue, or question for the assessment. It could be something related to the class or school, a school issue, something historical, or something related to a current local, state, national, or global issue, etc. Possible ways of determining the topic, event, issue, or question include having: § Students choose from a predetermined list of issues; OR  §  Teachers select it. § Have the students brainstorm stakeholders related to the topic, event, issue, or question. § Have the students brainstorm relevant sources. § Model how to locate information about the topic, event, issue, or question and the multiple perspectives on it using pre-selected sources (newspaper articles, **//websites//**, etc.). § Have students look at sources related to the topic, event, issue, or question and the multiple stakeholder perspectives. This can be done as a whole class activity, in small groups, or individually and with pre-selected resources or student generated research. Students an be assigned stakeholder roles for in-depth research. § Model how to document the sources of information properly (see rubric). __Discussion__ §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Hold a class discussion on the topic, event, issue, or question. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Determine a type of public forum to hold with the class. Students can keep notes (see graphic organizer provided) on stakeholder perspectives, their positions, and their reasons. Some options for the forum are: §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> A town meeting on the topic, event, issue, or question with the stakeholder positions represented (if relevant). §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Hold a debate with students role-playing multiple perspectives. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Hold a summit with discussion around the multiple perspectives. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Conduct a Socratic Seminar __Organization, Synthesis, Position & Presentation__ §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Introduce students to the assessment task, including the “Student Directions” page and the rubric. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Have students use their inquiry notes and research to complete the final product graphic organizer. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Have students develop an initial draft of a coherent paper or presentation that addresses aspects of the rubric. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Allow students opportunities to receive feedback on their paper or presentation for any aspects of the paper or presentation not scored on the rubric, such as conventions. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Have students complete a final form of their paper or presentation. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Score students’ final work using the rubric and/or the scoring matrix. §<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Consider opportunities for students to present their work to a meaningful audience. || **Opportunities for students to engage with EdTech Standards at the Basic Level** 1.1.1<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *insert visual for representations *use presentation software 1.2.2<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *explore variety of teacher-selected websites *collect images from internet/digital pictures 1.3.2<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *locate info on websites *pasting info into organizer *record sources 2.1.1<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *personal safety-pop ups (should be addressed prior to lesson by teacher) 2.1.2<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *cite sources properly 2.3.1<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *insert images/ graphics/sounds *use navigation skills for programs || **Opportunities for students to engage with EdTech Standards at the 21C Level** 1.1.1<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *Using table to compare 2 cultures *produce web page 1.2.2<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *Compare 2 cultural contributions between 2 groups on your community and/or world. Could communicate with another class/school/ community resource to have discussion. 1.3.2<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> *select & bookmark websites that will answer questions or find info || **Other notes/considerations if using this CBA with an Educational Technology lens:**
 * 1) Could identify presentation tools based on PC or Mac. Could also have a list of open source software for teachers that do not have published software (i.e. Webspiration, OpenOffice, etc.)
 * 2) Kids have interacted in a variety of 21st Century ways (collaboration
 * 3) Could have a checklist for the group work and then a rubric for the individual work **OR** have a checklist for basic and a rubric for 21st C skills **OR** checklist for entire project and student either met/approaching standard **OR** have a chart of Tier I-II-II w/ Basic & 21st Century ||

Prerequisites/Checklist (Students are ready when…)
 * 1) Review of 2.1.1: Practice personal safety (online)
 * 2) Review 2.1.2 Practice ethical & respectful behavior (citing sources)
 * 3) navigating a website
 * 4) work with a presentation tool (open, save, edit, format)
 * 5) insert graphics
 * 6) cite resources

Directions For Teachers
 * reliability of resources (teacher selected and ‘found’ websites)
 * determine proficiency of student abilities to determine choice of websites
 * determine menu of presentation tools
 * 21st C skills can be covered should be addressed during inquiry, discussion & public forum phases

Directions for Students-see 1st box at beginning of prompt:
 * review MSP writing checklist

**Tier 1: Personal use and communication** || **Tier 2: Access, collect, manage, integrate, and evaluate information** || **Tier 3: Solve problems and create solutions** || Basic || || || || 21st Century || || || || Considerations:
 * student self monitoring contribution log (ex. If I posted something, I have to post on 2 others)