ELM-550 Social Studies and the Arts Integrated Unit Plan

ELM-550 Social Studies and the Arts Integrated Unit Plan

Benchmark Assignment and Rubric

Throughout this course, you had the opportunity to research and implement a learning activity that was cross-curricular with social studies and the arts, along with appropriate instructional strategies, questioning strategies, and differentiation.

For this benchmark, you will plan a weeklong unit plan of using the “Social Studies Unit Plan.” The unit plan should include social studies integrated with the visual arts and will require students to research a country of their choice. You may adapt any previous assignments and lesson plans in the creation of this unit plan, as long as the lessons form a planned cohesive unit. The unit plan will focus on government and economics of the selected country, U.S. and world history (comparing the selected country to the U.S), and geography and social studies of the selected country.

Use the “Class Profile” for background information on your students in order to differentiate to meet the diverse needs of students.

Design your unit plan so that it:

1. Develops students’ abilities to make informed decisions in a culturally diverse democratic society and interdependent world.

1. Integrate visual arts to promote communication, inquiry, and engagement.

1. Incorporates responsible use of media, digital tools, and resources, including:

1. Virtual pen pal options with students from the selected country.

1. Safety measures for using the Internet in the classroom.

1. Research of performance and visual arts of the selected country.

1. How students can communicate and collaborate with students of other cultures.

Part 2: Rationale

Along with the unit plan, submit a 250-500 word rationale that explains your reasoning behind your instructional strategies and choices. Explain how you will use your findings in your future professional practice.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Standards/Competencies Assessed:

Standards and program competencies assessed in the benchmark assignment:

· InTASC: 4(b), 4(c), 4(h), 4(m), 4(o), 4(p), 5(a), 5(g), 6(a), 6(b),7(a), 7(b), 7(i), 7(k), 8(a), 8(e), 8(f), 8(g), 8(h), 8(i), 8(l), 8(m), 8(n)

· ACEI: 243, 3.3, 3.5

· ISTE-T: 1b, 1d

· COE Program Competencies:

2.4: Use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. [ACEI 2.4; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5]

3.3: Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem-solving. [ACEI 3.3; InTASC 7(k), 8(e), 8(f), 8(l), 8(r); ISTE-T 1b, 2a, 3a; MC2]

3.5: Use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. [ACEI 3.5; InTASC 8(g), 8(i), 8(h), 8(m); ISTE-T 1b,1d; MC1, MC2]

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Scoring Rubric:

CATEGORY %

Value

NO SUBMISSION INSUFFICIENT APPROACHING ACCEPTABLE TARGET
CRITERIA: 0 69 74 87 100
Social Studies Content

COE: 2.4

30 Not addressed. Unit plan includes incomplete and poorly developed instructional activities that do not align to standards-based learning objectives and is missing components to develop students’ abilities to make informed decisions in a culturally diverse democratic society and interdependent world. Unit plan includes underdeveloped instructional activities that are aligned to broadly designed standards-based learning objectives and somewhat develop students’ abilities to make informed decisions in a culturally diverse democratic society and interdependent world. Unit plan includes clear instructional activities aligned to standards-based learning objectives and develops students’ abilities to make informed decisions in a culturally diverse democratic society and interdependent world. Unit plan includes engaging instructional activities aligned to well-researched, meaningful standards-based learning objectives and skillfully develops students’ abilities to make informed decisions in a culturally diverse democratic society and interdependent world.
Visual Arts Content Integration

COE: 3.5

10 Not addressed. Unit plan is ambiguous and does not use visual arts in a way that promotes communication, inquiry, and engagement among the students. Unit plan marginally incorporates visual arts to promote communication, inquiry, and engagement among the students. Unit plan utilizes visual arts in a way that generally encourages communication, inquiry, and engagement among the students. Unit plan meaningfully incorporates visual arts to promote communication, inquiry, and engagement among the students.
Instructional Strategies

COE-3.3

10 Not addressed. Unit plan includes incoherent instructional strategies that are missing opportunities for active inquiry, collaboration, or some supportive interaction in the classroom. Unit plan includes vaguely developed instructional strategies that loosely provide opportunities for active inquiry, collaboration, or some supportive interaction in the classroom. Unit plan clearly and correctly includes multiple instructional strategies that provide broad opportunities for active inquiry, collaboration, and some supportive interaction in the classroom. Unit plan proficiently and creatively includes multiple instructional strategies that skillfully provide opportunities for active inquiry, collaboration, and supportive interaction in the classroom.
Responsible Use of Media, Digital Tools, and Resources 15 Not addressed. Unit plan poorly incorporates responsible use of media, digital tools, and resources. Missing components of the integration of virtual pen pal options, safety measures for using the Internet, research of performance and visual arts, and collaboration with students of other cultures. Unit plan marginally incorporates responsible use of media, digital tools, and resources, and has a vague integration of virtual pen pal options, safety measures for using the Internet, research of performance and visual arts, and collaboration with students of other cultures. Unit plan clearly incorporates responsible use of media, digital tools, and resources, including virtual pen pal options, safety measures for using the Internet, research of performance and visual arts, and collaboration with students of other cultures. Unit plan creatively and thoughtfully incorporates responsible use of media, digital tools, and resources, including virtual pen pal options, safety measures for using the Internet, research of performance and visual arts, and collaboration with students of other cultures.
Meeting the Varied Learning Needs of Students 15 Not addressed. Unit plan instruction and instructional supports ignore students’ learning needs as identified on the Class Profile. Unit plan minimally includes basic and superficial differentiatiated instructional strategies, activities, and supports. They vaguely address the needs of the students represented in the Class Profile. Unit plan appropriately includes differentiated instructional strategies, activities, and supports that are designed to generally meet the needs of students represented on the Class Profile. Unit plan fully and creatively integrates differentiated instructional strategies, activities, and supports, all of which are well designed to meet the needs of specific individuals or groups with similar needs, consistent with the Class Profile.
Rationale 10 Not addressed. Rationale incoherently describes the purpose behind instructional choices and their relation to learning goals and student outcomes. Rationale minimally describes purposes behind instructional choices. Unclear how they relate to learning goals and student outcomes. Rationale describes reasonable explanation for choices of instructional materials and strategies in light of learning goals and student outcomes. Rationale clearly describes carefully planned, plausible reasoning for choices of instructional materials and strategies in light of learning goals and student outcomes.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5 Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Paper Format (use of appropriate style for the major and assignment) 5 Not addressed. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors