Demonstrating+Knowledge+of+Content+and+Pedagogy

Peace Unit Geography Introduction || Note-taking Organization & Advanced Planning Group Work, Accountability Mapping, orientation, basic terms Reading aloud, teamwork || Quizzes, Final tests on Peace Unit and Geography. Self-evaluation, notebook rubric Peer-evaluation of group work and effort, Test of engineering terms School “Bridge Walk” self evaluation
 * ** INTERNATIONAL PROGRAMS SCHOOL 2008-2009 ** ||
 * ** SOCIAL STUDIES Grade 6 CURRICULUM MAP – Greg Kortzman ** ||
 * || ** CONTENT ** || ** SKILLS ** || ** ASSESSMENTS ** ||
 * ** SEPTEMBER ** || Introduction Activities

Marking Outline: Notebook Work: 20% Major Projects 30% Quizzes, Tests 30 % Participation 20% || (S2-S6) Test-taking Strategies (Ch.1.1) World Geography Overview (Ch.1.2) Mapping, Satellites, GPS (Ch.1.3) How Archeologists Study the Past || Writing several sample styles of tests Interviews of Characters Models of Region, school grounds Chapter notes, GPS usage and practical test || Tests evaluated and discussed Rubrics given for each new assignment Chapter notes marked anecdotally Quizzes, Final test Effort mark, (Self-Eval.) for GPS unit || (Ch.2.1) Hunters and Gatherers (Ch.2.2) Learning to Farm, Raise Crops (Ch.2.3) The First Communities || Note-taking Lesson Reviews completed Mapping and Charting of Floodplain Dramatic, first person account given Test preparation instruction || Notebook mark, twice each term Lesson Reviews Collect and display (Rubrics given) Self-Evaluation and Peer feedback Chapter Test || (Ch.3.1) Geography of Mesopotamia (Ch.3.2) The First Civilization (Ch.3.3) Life in Sumer || Mapping of Mesopotamia Charting Floodplain & Irrigation Lesson Review, Chapter test prep Ubar internet research & presentation || Marked and displayed models “Interviews” evaluated Questions marked from lesson reviews Chapter test || Internet research into building techniques, irrigation, early farming. Systems of government, society Crops, agriculture, early trade || Textbook note-taking Making a monument Teamwork, conflict resolution Scale-model construction of village The Hanging Gardens of Babylon Proj. || Notebook marked Lesson Reviews Self-evaluation Chapter Test ‘Tour Guide’ and group presentations || (Ch.5.1) The Gift of the Nile (Ch.5.2) Life in Ancient Egypt (Ch.5.3) The Pyramid Builders (Ch.5.4) The New Kingdom || Textbook chapters, Research in library and on-line Public Speaking Point of View Expository essay skills || Note-taking, notebooks marked Oral presentations Models evaluated based on rubrics Lesson Reviews Chapter Test || (Ch.6.1) Nubia and the Land of Kush (Ch.6.2) The Kingdom of Aksum (Ch.6.3) West, Central & S. Africa || Textbook organizing Power-Point developing Public Speaking Working again on study skills for tests || Quizzes Test on Chapter 6 Power-Point Presentation (Rubrics) Self-evaluation || (Ch.7.1) Geography and Indian Life (Ch.7.2) The Origins of Hinduism (Ch.7.3) Buddhism - India’s Golden Age (Ch.7.4) The Legacy of India || Textbook reading- Orally presented Note-taking from video Class discussion Group work || Notebooks checked Quizzes and unit test Group presentations (Rubrics) Participation grade + peer evaluation* ||
 * ** OCTOBER ** || ** The Tools of History **
 * ** NOVEMBER ** || ** The Earliest Human Societies **
 * ** DECEMBER ** || ** Ancient Mesopotamia **
 * ** JANUARY ** || Serenity Unit.
 * ** FEBRUARY ** || ** Ancient Egypt **
 * ** MARCH ** || ** Kush and other African Kingdoms **
 * ** APRIL ** || ** Ancient India **
 * ** MAY **


 * And **

(Ch.8.1) Geography Shapes Life (Ch.8.2) China’s Ancient Philosophies (Ch.8.3) The Qin and the Han (Ch.8.4) The Legacy of Ancient China || Discussion of assigned chapters Dramatizations of events Debates and Scenarios Puppet theater production Essay Cumulative Review || Daily Questions checked and recorded Rubrics for Drama and group effort Rubrics for Participation in projects Essay mark Final Exam – 20% of Term 4 Grade ||
 * JUNE ** || ** Ancient China **

In this example of one of my curriculum maps, I am demonstrating my knowledge and experience of the content and structure of my discipline. By mapping out my year plan, I have worked through the scope and sequence for my grade six Social Studies course. I have demonstrated competency in preparing appropriate curriculum for this grade.