‘There is a freshness to Purcell and Leppien′s approach transforming the curriculum into a platform for active investigation of our rapidly changing world. Your learners become 21st-century social scientists as they engage in probing timely issues and problems.’
—Heidi Hayes Jacobs, Curriculum Expert and Author
President, Curriculum Designers, Inc.
Design Parallel Curriculum units for in-depth learning in social studies!
The Parallel Curriculum Model (PCM), as described in the best-selling book The Parallel Curriculum, is a framework for developing a dynamic curriculum that helps students acquire expertise in specific subject areas. This resource deepens teachers′ understanding of how to use the PCM to provide rigorous learning opportunities for students in social studies.
In Parallel Curriculum Units for Social Studies, Grades 6–12 , experienced teachers contribute sample social studies units that demonstrate what high-quality curriculum looks like within a PCM framework. Covering history, geography, sociology, and interdisciplinary studies, these field-tested units each contain:
- Teacher explanations of the unit design
- Connections to concepts, skills, and standards
- Step-by-step directions for delivering the lessons and units
- Modification strategies and methods for assessment
Use these examples to design your own units and enhance your ability to provide challenging curriculum tailored to the abilities, interests, and learning preferences of each learner.
Table des matières
About the Editors
About the Contributors
Introduction: A Brief History of the Parallel Curriculum Model (PCM)
1. Becoming a Geographer (Grade 6) – Heather Burke
Background Information
Content Framework
Unit Assessments
Overview of the Unit
Lesson 1: Climate and Seasons
Lesson 2: Investigating World Populations
Lesson 3: Shop Around the Globe
Lesson 4: The Culture of Geography
2. Through the Looking Glass: A Unit for Reading/Writing/Social Studies Intervention Classes (Middle School) – Dawn Vier, Lisa L. Ward
Introduction to the Unit
Content Framework
Unit Assessments
Background Information
Unit Sequence, Description, and Teacher Reflections
Lesson 1: Introduction?’Who Am I?’
Lesson 2: The Pursuit of Happiness
Lesson 3: Authentic Authors
Lesson 4: Sociocentrism
Lesson 5: The City
Lesson 6: The Great Depression
Lesson 7: A Sign of the Times
Lesson 8: Persuade Me!
Lesson 9: Planet Earth
3. Subversion and Controversy: Sociological Considerations of Humor, a Cross-Curricular Unit in Sociology and Literature (Grades 7 and 8) – Kelly M. Dausel
Background Information
Content Framework
Guiding Questions for Each Parallel
Unit Assessments
Overview of the Unit
Unit Sequence, Description, and Teacher Reflections
Lesson 1: Introduction to Sociology and How Sociologists Think
Lesson 2: Humor in Society
Lesson 3: Humor in Communication
Lesson 4: Sociological Research
Lesson 5: Curriculum of Identity Creative Extension
4. True Story-Telling: How Historians Construct the Past, Grade 10 – Catherine Little
Background Information
Content Framework
Unit Assessments
Overview of Key Lesson Ideas/Purposes
Lesson 1: Selective Memory
Lesson 2: Constructing History
Lesson 3: The Past Through Many Eyes
Lesson 4: Who Writes History?
Lesson 5: What Makes the History Books?
Resources
Index
A propos de l’auteur
Jann Leppien served as a gifted and talented coordinator in Montana prior to attending the University of Connecticut, where she earned her doctorate in gifted education and worked as a research assistant at the National Research Center for the Gifted and Talented. She has been a teacher for 24 years, spending 14 of those years working as a classroom teacher, enrichment specialist, and coordinator of the Schoolwide Enrichment Model in Montana. She is past president of the Montana Association for Gifted and Talented Education. Currently, she is an associate professor in the School of Education at the University of Great Falls in Montana. Leppien teaches graduate and undergraduate courses in gifted education, educational research, curriculum and assessment, creativity, and methods courses in math, science, and social studies. Her research interests include teacher collaboration, curriculum design, underachievement, and planning instruction for advanced learners. Leppien works as a consultant to teachers in the field of gifted education and as a national trainer for the Talents Unlimited Program. She is coauthor of The Multiple Menu Model: A Parallel Guide for Developing Differentiated Curriculum. She is active in the National Association for Gifted Children (NAGC), serving as a board member and newsletter editor of the Curriculum Division, and a board member of the Association for the Education of Gifted Underachieving Students.
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