Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Using the attached “Social Studies Learning Segment Outline” template, create a five-week social studies learning segment outline. As part of your social studies learning segment outline, you must do the following:
1. Indicate the learning segment’s central focus and specific elementary grade level (K–6). The central focus must relate to social studies.
2. Incorporate 5 of the 10 social studies themes from the introduction into your outline, using a different theme for each week. One of the chosen 5 themes must be culture.
3. For each week, identify one state or local social studies standard by providing the full standard description, copying the standard from your state department of education website. The standard must align with the chosen grade level, that week’s theme, and the central focus of the attached “Social Studies Learning Segment Outline.”
Note: It is acceptable to repeat one or more standards, but you must list a standard for each week.
4. For each week, describe the topic on which your instruction for the week will focus (suggested length of 1–2 paragraphs), including how the theme and standard for that week align with the topic.
Note: Your work for parts B–D should not be included in the attached “Social Studies Learning Segment Outline” template. Please complete the following in a separate document.
B. Propose a field trip related to the central focus of the attached “Social Studies Learning Segment Outline” from part A. Indicate the week of the learning segment during which your field trip would occur.
1. Explain how the field trip aligns with the standard identified in part A3 for that week.
2. Describe a learning activity that relates to the field trip and engages students in researching, analyzing, and evaluating a real-world situation (e.g., a connection to personal experience, the implication and relevance of a historical or current event, a comparison of societies in the same time frame or across time).
Note: This learning activity could prepare students for learning prior to the field trip, engage students in learning during the field trip, or allow students to apply the knowledge they have gained after the field trip.
C. Develop an inquiry-based, integrative lesson idea that that would be taught during one of the weeks in your social studies learning segment outline from part A by doing the following:
Note: Do not use a lesson template for these parts.
1. Identify the week that the lesson would be taught in the social studies learning segment outline from part A.
2. Identify one standard in social studies and one standard in an additional content area (e.g., English language arts, mathematics, science, art, physical education, health, technology) with which your lesson idea in part C3 will align. Provide the full standard description, copying the standards from your state department of education website. The social studies standard must align with that week’s topic.
Note: The social studies standard identified in part C2 does not need to be the same as the social studies standard identified in your social studies learning segment outline in part A.
a. Provide one or more measurable learning objectives that align with both identified standards in part C2.
3. Describe (suggested length of 1–2 sentences) a lesson idea that incorporates both standards from part C2 in an interdisciplinary learning experience that effectively utilizes the concepts and methods of social studies inquiry (e.g., problem solving, analysis).
4. Explain how students will use concepts or skills in the non–social studies standard from part C2 to investigate the social studies focus of the lesson idea.
5. Describe the previously learned skills or content necessary for students to be able to participate in the lesson idea.
6. List the types of resources (e.g., trade book, historical evidence) required for the students and teacher to successfully engage in the lesson idea.
D. Describe how assessment will inform differentiation by doing the following:
1. Describe how students would be assessed for the lesson idea in part C3.
2. Explain how you would use student outcomes from the assessment in part D1 to identify two groups of students with exceptionalities whose needs were not met by the original lesson.
Note: “Students with exceptionalities” can include English learner (EL) students.
3. Describe how you would differentiate instruction for each of the two groups of students with exceptionalities.
4. Explain how each of the two described differentiations would effectively meet the needs of the corresponding group of students with exceptionalities.
E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
F. Demonstrate professional communication in the content and presentation of your submission.
Social Studies Learning Segment Outline
Central Focus _________________________________ Specific Elementary Grade Level _______________________
Week Social Studies Theme State or Local Social Studies Standard Topic of Instruction Description
(The rows in the table will expand as you type.)