gcu elm 350 benchmark social studies and the arts unit plan
Benchmark – Social Studies and the Arts Unit Plan |
Social studies instruction, when properly planned and implemented, can promote responsible citizenship in elementary students. In a culturally diverse democratic society, it is important for students to make informed decisions in order to be good citizens in our interdependent world.
For this assignment, you will use the “5-Day Unit Plan Template†to create a unit designed for the students in your clinical field experience class. Identify a K-8 grade level, 1-2 social studies standards, and at least one arts standard as the focus of your unit plan. You may adapt any previous assignments in the creation of this unit plan.
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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Program competencies and national standards assessed in the benchmark assignment:
COE 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(j), 4(k)]
COE 2.5
Use basic content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students. [ACEI 2.5; InTASC 4(j), 4(k)]
COE 3.1:
Plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(b), 7(g)]
COE 3.2:
Create instructional opportunities that are adapted to diverse students, based on an understanding of how elementary students differ in their development and approaches to learning. [ACEI 3.2; InTASC 2(a), 2(h), 8(a)]
COE 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 3(g), 7(k), 8(f), 8(g), 8(l)]
COE 3.4:
Use knowledge and understanding of individual and group motivation and behavior among students at the 1-8 grade level to create opportunities for students’ active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments. [ACEI 3.4; InTASC 3(b), 3(c), 3(i), 3(j), 8(n)]
COE 3.5:
Use 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 3(f), 3(h), 3(m), 8(m)]
COE 4.1:
Use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. [ACEI 4.0; InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 7(d); 7(l)]
