For this benchmark, you will create a week-long unit (five individual lessons) on social studies integrated with the visual arts, with the theme of “Civic Ideals and Practices” from the National Council for the Social Studies (NCSS). use the Class Profile (located at the end of this document) as background information on your students, and use the GCU Lesson Plan template (located in the Student Success Center) for each of the five lesson plans.
In your unit, design the five lesson plans so they:
Develop students’ abilities to make informed decisions about a culturally diverse democratic society and interdependent world.
Are aligned to national and state social studies content standards.
Integrate visual arts to promote communication, inquiry and engagement.
Incorporate digital tools and resources.
use three learning centers(allowing for groups of students to engage in the learning centers simultaneously).
use a combination of instructional strategies (outlined below) best suited for each lesson and student.
Though it is not necessary to use all six of the strategies below, each chosen strategy should provide opportunities for all students to succeed.
Along with the unit, submit a 250-500-word rationale that explains your reasoning behind your instructional strategies and choices.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
Standards and program competencies assessed in the benchmark assessment:
InTASC: 2(a), 2(g), 4(b), 5(a), 7(a), 7(b), 7(i), 8(a), 8(n)
ACEI: 2.1, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4
ISTE-T: 1(c), 2(a)
NCSS 1.10; 3.1
COE Program Competencies: 2.4, 2.5, 3.3, 3.5
2.4: Candidates 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)
2.5: Candidates use—as appropriate to their own understanding and skills—the 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)
3.3: Candidates use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. (ACEI 3.3)
3.5: Candidates 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)