Due Dec. 9th:
Either individually or with a partner, outline a unit of layer curriculum for an upcoming instructional unit for a class. You will need at minimum 2 objectives (state standards) with at least two assignment choices per layer. Be prepared to share your activity at the next categorical meeting.
If you need some help with ideas for layering curriculum, the author has a good web site at www.help4teachers.com
ReplyDeleteLayered Curriculum American Government Unit
ReplyDeleteCivics-Government High School
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of
Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the
rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active
participants in our representative democracy.
Benchmark 3: The student understands2.▲(K) explains Constitutional powers (e.g., ▲expressed/enumerated,
▲implied, inherent, ▲reserved, concurrent).
Civics-Government High School
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of
Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the
rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active
participants in our representative democracy.
Benchmark 4: The student identifies7. (K) explores issues regarding civic responsibilities of American
citizens (e.g., obeying the law, paying taxes, voting, jury duty,
serving our country, providing leadership, involvement in the
political process).
Unit Title: The Powers of Congress
C layer
What BASIC new knowledge do I need students to know/learn? Objectives:
Congress has only those powers delegated (granted) to it by the constitution.
Powers: Expressed, Implied, and Inherent.
Some assignment choices for each objective:
1. Make a list or make a drawing of the expressed powers of Congress.
2. Show in some way (words, pictures, photos, stories) five items for which you pay taxes.
B layer
How can students apply this new information to previous information? Objectives:
Congress has only those powers delegated (granted) to it by the constitution.
Powers: Expressed, Implied, and Inherent.
Some assignment choices:
1. Students may work in pairs to create a Venn Diagram comparing and contrasting the expressed, implied, and inherent powers of Congress.
2. Read an article about the current debate over taxes. List the issues in the article.
A layer
What debatable issue in the real world deals with this topic?
Current events, debates, leadership decisions Objectives:
Congress has only those powers delegated (granted) to it by the constitution.
Powers: Expressed, Implied, and Inherent.
Some assignment choices:
1. Students will read and then identify themselves as a strict or liberal constructionist of the Constitution – using a flow map – what events cause them to think the way they do?
2. The federal government pays interest on notes and bonds to attract investors. How do they use the bonds to pay off the deficit financing?
Accountability ideas:
Oral defense, homework, group think/discuss, quizzes, partner share Teacher interviews
Student discussion groups/cooperative learning groups
I made this in the table format as on page 31 in the book - but it didn't copy/paste in that format. I need some feedback, please.
I will try this again. It apparently didn't post my layer curriculum from the other day.
ReplyDeleteEnglish - "The Diary of Anne Frank"
C Layer: Section I - Basic Understanding
1. Take notes from daily presentations.
2. Watch DVD on book and other ones from that time period.
3. Introduce vocabulary from that time period and explain some of them and how they had affected Anne Frank's life.
4. Do a circle map with the events that led up to the arrest of the Frank family.
B Layer: Section II - Activities
1. Compare the life of Anne Frank with a young girl in south west Kansas.
2. Did the book give you enough information to determine the meaning of words in context?
A Layer: Section III - Analyze one of the following issues.
1. Is their currently any issues similar to Anne Frank's that is going on in some country today?
2. Research and tell about any survivors of the this time period.
There are several books that are related readings to this time frame. "The Boy in the Striped Pajamas," is one that several students have looked at and compared with "The Diary of Anne Frank."