Curriculum Mapping with the Core Knowledge Sequence

Participant Workbook

Core Knowledge Foundation 801 East High Street Charlottesville, VA 22902 434.977.7550 [email protected]

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Core Knowledge Licensed Professionals are educators who can assist you with your Core Knowledge implementation. These educators have experience in planning and implementation of the Core Knowledge Sequence and can assist you with on-site professional development and support.

To learn more, visit: http://www.coreknowledge.org/licensed- professionals

For support with the Core Knowledge Language Arts program, contact Amplify Education: http://www.amplify.com/curriculum/coreknowledge-language-arts 800-823-1969

DAY 1

2 Day Goals: • To become more familiar with the Core Knowledge philosophy, Sequence, & materials • To learn more about and apply the 4-C characteristics of the Core Knowledge approach; • To begin development of a year-long, school-wide curriculum plan and domain maps; • To develop a set of school-wide strategies to support implementation

Objectives: We will be able to: • describe how the cumulative nature of the Core Knowledge Sequence effects instruction across grade levels; • describe how coherent instruction impacts student learning; and • craft a curriculum plan that reflects the 4-C approach.

Itinerary: • Introduction & Community Builder • Materials and CK Philosophy • Curriculum Mapping & Core Knowledge • 4-C Characteristics of Core Knowledge approach • Cumulative Nature of Core Knowledge • Applying Coherence • Drafting the Curriculum Plan • Reflection & Closure

Background Information on Core Knowledge

1 1. What is Core Knowledge?

Core Knowledge is a research-based, teacher-tested curriculum that engages students in diverse historical, scientific, and cultural content. The idea behind Core Knowledge is simple: knowledge builds on knowledge. The more you know, the more you are able to learn. This idea, grounded in cognitive science, sounds simple and obvious. But it has profound implications for reading achievement, standardized testing, critical thinking, problem solving, and a host of other educational issues. The Core Knowledge curriculum represents a first-of-its-kind effort to describe exactly what every literate American should know—what writers and speakers assume we all know–and to create a roadmap for teaching it, grade-by-grade, year-by-year, in a sensible, age-appropriate sequence.

The preschool curriculum is outlined in the Preschool Sequence, and includes the developmental areas of Physical Well-being and Motor Development, Social and Emotional Development, Approaches to Learning, Language and Literacy Development, and Knowledge Acquisition and Cognitive Development. The K-8 curriculum is outlined in the K-8 Sequence which details specific content and skills to be taught in language arts, history, geography, mathematics, science, and the fine arts. The total Sequence represents our best effort to identify and describe the specific core of shared knowledge that all children should learn in U.S. schools. The curriculum is carefully organized so that topics across subject areas build on one another to broaden and deepen students’ knowledge and skills. This wide array of subject matter enables strong reading comprehension and critical thinking—the keys to educational success. Core Knowledge is carefully organized and systematic, yet it leaves room for teacher and student creativity. Grade-by-grade, our approach prevents the repetition or omission of important content, and creates a foundation for interdisciplinary exploration.

As the core of a school’s curriculum, the Core Knowledge Sequence establishes a solid, coherent foundation of learning, along with embedded flexibility for meeting local needs. The Sequence serves as the springboard to planning in each classroom. Schools align the Core Knowledge topics with state and district standards, then develop a school-wide, yearlong Curriculum Plan for teaching all requisite topics and standards. The 4-C Characteristics of the Curriculum: The Core Knowledge curriculum is content-rich, coherent, cumulative, and taught in a context-specific way. The content-rich curriculum engages students in rigorous English language arts and literacy, mathematics, history and geography, science, visual arts, and music. The content is organized coherently, or in a logical order, so knowledge builds on knowledge. Content and skills spiral within and through the grades. For example, chart below shows how content related to the Human Body spans through the years. This cumulative sequencing of content is a key strength of Core Knowledge.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade The 5 senses Body systems Digestive & Muscular, Circulatory & Endocrine & Lymphatic & excretory skeletal, & respiratory reproductive immune systems nervous systems; systems systems systems vision & hearing

Additionally, Core Knowledge content is taught in a context-specific way. This means that ideas, people, geography, sayings, and more are taught in the context of the time period or related area of knowledge—not in isolation. Students make connections to prior knowledge, other subjects, and real life. For example, students learn about Copernicus when they study astronomy. Likewise, students learn the saying “A penny saved is a penny earned,” when they learn about Benjamin Franklin—the man who coined the phrase. Schools keep these 4-C characteristics in mind as they plan their year with Core Knowledge.

2. Where Did Core Knowledge Come From?

Core Knowledge is based on the work of E. D. Hirsch, Jr. He has explained his research and ideas in several widely acclaimed books, including Cultural Literacy: What Every American Needs to Know, The Schools We Need and Why We Don’t Have Them, The Knowledge Deficit: Closing the Shocking Education Gap for American Children, and The Making of Americans: Democracy and Our Schools.

In the 1970’s, while conducting reading research at a pair of colleges in Virginia, Dr. Hirsch made an important discovery. Community college students in Richmond, Virginia tested just as well as students attending the highly selective University of Virginia — as long as the passages the community college students were asked to read dealt with familiar, everyday topics. But when the community college students encountered passages that required historical background, they faltered. These students had difficulty understanding a passage on Ulysses S. Grant and Robert E. Lee because many of them were unfamiliar with the Civil War. That shocked Dr. Hirsch. In essence, the Richmond community college students had been cheated. They hadn't acquired important general knowledge in their homes and communities, and their schools hadn't compensated for that. Their basic intelligence was sound. They simply did not have the knowledge they needed to make sense of many texts that relied on unspoken, assumed knowledge. Dr. Hirsch realized these students had not been taught the things that they needed to know to understand ordinary texts addressed to a general audience.

Since Hirsch’s discovery, he has argued for a deeper understanding of reading. Successful reading requires more than an ability to decode, or "sound out," words. It also requires adequate background knowledge, or "cultural literacy." Without background knowledge of history, literature, art, music, science and math, students will read — but without comprehension. They will read, but they won’t understand what they’ve read.

In 1986, Dr. Hirsch founded the Core Knowledge Foundation, a small non-partisan, non-profit organization based in Charlottesville, Virginia. A year later, he published Cultural Literacy: What Every American Needs to Know. A surprise publishing phenomenon, the book remained at the top of the New York Times best-seller list for more than six months. In the book, he argued that schools should teach a shared

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Page 4 curriculum that would allow all children to understand things writers and speakers take for granted. This would allow each of them to fully participate in democratic life. The Foundation’s motto “Educational Excellence and Equity for ALL Children” is based on this premise. The mission of Core Knowledge Foundation is “to offer all children a better chance in life and create a fairer and more literate society” through such a shared curriculum. To this end, the Foundation provides curriculum materials, professional development, support and networking opportunities to teachers and administrators in a growing network of over 900 schools across the country. In 2012, Dr. Hirsch was the recipient of the Education Commission of the States’ James Bryant Conant Award - one of the most prestigious honors in the education community. The honor is bestowed upon individuals who have demonstrated outstanding contribution and commitment to American education. Thus, his reputation as one of the most influential education reformers of our time has been solidified.

The Consensus Behind the Sequence

The Core Knowledge Sequence is the result of a lengthy and rigorous process of research and consensus-building undertaken by the Foundation. The following considerations were taken into account in the process of development.

AN INTERNATIONAL PERSPECTIVE: The developers first considered the knowledge and skills specified in the successful educational systems taught in other countries, including France, Japan, Sweden, and West Germany.

NATIONAL REPORTS: The process also included the study of the many reports issued by state departments of education and by professional organizations such as the National Council of Teachers of Mathematics and the American Association for the Advancement of Science. These reports typically recommend general outcomes for elementary and secondary education.

STATE AND DISTRICT GUIDELINES: State and district curricular guidelines and standards were examined. Additionally, in more recent years, the Core Knowledge Foundation was a consultant in the development of the Common Core State Standards.

SUBJECT MATTER ADVISORS: Experts in various fields were consulted throughout the process.

MULTICULTURAL ADVISORS: An advisory board on multiculturalism was formed to propose a body of knowledge consisting of diverse cultural traditions that American children should all share as part of their school experience. That information was sent to three independent groups of teachers, scholars, and scientists around the country, asking them to create a master list of core concepts that children should have. About 150 teachers (including college professors, scientists, and administrators) were involved in this step.

CONSENSUS BUILDING: In the final stage of development, 100 educators and specialists participated in a national conference in which they hammered out a working agreement on an appropriate core of knowledge. The participants in this conference were elementary school teachers, curriculum specialists, scientists, science writers, officers of national organizations, representatives of ethnic groups, district superintendents, and school principals from across the country. A total of 24 working groups decided on the first draft of the Sequence.

FIELD TESTING: The resulting provisional Sequence was further fine-tuned during a year of implementation at a pioneering school, Three Oaks Elementary in Lee County, Florida.

REVISIONS: Because the Sequence is intended to be a living document, it has been—and will continue to be— periodically updated and revised. In general, over time, there has been more stability than change in the Sequence.

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Page 6 Implementation Planning Flow 1. Grade 2. School-wide 3. Map, Unit Overview,& level Curr. Plan Related Lessons domains A B C

Animals on the and Fingerplays (4 weeks) (4 (continued) Family weeks) (3 Family (continued) AllAbout Me weeks) (4 AllAbout Me weeks) (4 Nursery Rhymes weeks) (3 School Farm Core Preschool

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License. African Kingdoms Respiratory Systems Circulatory and African Kingdoms weeks) (2 and Conquerors China: Dynasties (continued) Early and M weeks) (2 Early and Medieval weeks) (2 The Spread of Islam weeks) (2 Electricity weeks) (3 Terms and Concepts Chemistry: Basic (continued) Middle Ages Europe in the weeks) (5 Middle Ages Europe in the we (4 The Human Body: eks) Grade 4

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(1 week) Reproduction and Cycles Life weeks) (3 Revolution Glorious Golden Age tothe England from the weeks) (4 Reformation Renaiss weeks) (4 Processesand Plants: Structures (1 week) Processesand Cells: Structures weeks) (3 Cultures and Clash of Exploration, Trade European weeks) (3 Civilizations Early American weeks) (3 Things Living Classifying Page Grade 5

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Page 8

Week Preschool Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

18 Animals on the Columbus and the Birth of Our Nation The US Civil War (3 The Human Body: Geology: The Earth The Human Body Farm Pilgrims (4 weeks) weeks) Senses and Systems and Its Changes (4 weeks)

19 (continued) (4 weeks) (3 weeks) (4 weeks) Russia: Early

Cities and Towns The American Growth and

January 20 (4 weeks) Revolution Expansion 21 (4 weeks) (2 weeks)

22 Cities and Towns Colonial Towns and Frontier Explorers Immigration & The Native Americans: Early Presidents and Feudal Japan (4 continued) Townspeople (2 weeks) Constitution Cultures and Politics (2weeks) 23 (3 weeks) III. Matter (3 weeks) Peoples (3 weeks) Water (2 weeks) (3 weeks)

February 24 (4 weeks)

25 Plants Taking Care of the IV. Properties of Fighting for a Cause Ecology Making a VI. Chemistry: (4 weeks) Earth Matter: (2 weeks) (3 weeks) Constitutional Matter and Change

26 (3 weeks) Measurement Government (2 weeks) IV. Magnetism (2 weeks) (2 weeks) (2 weeks) Westward March 27 Expansion 28 (3 weeks)

29 Animals in Ponds Presidents and V. Introduction to V. Simple Machines European Meteorology The Civil War: and Rivers American Symbols Electricity (3 weeks) Exploration of (3 weeks) Causes, Conflicts,

30 (2 weeks) (3 weeks) (2 weeks) North America and Consequences (3 weeks) (4 weeks) April 31 Animals in the Jungle 32 (2 weeks)

33 Air V. Introduction to III. Modern III. Modern Colonial America Reformers Native Americans: 34 (2 weeks) Magnetism Civilization and Japanese Culture (3 weeks) (2 weeks) Cultures and 35 Light (3 weeks) Culture: Mexico (2 weeks) Conflicts

May/June (2 weeks) (2 weeks) (2 weeks) 36

Domains of Study

Preschool Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 All About Me Nursery Rhymes Fables and Stories Fairy Tales and Classic Tales: Wind Personal Narratives Personal Narratives and Fables Tall Tales in the Willows Families and The Five Senses The Human Body Early Asian Classification of The Middle Ages Early American Communities Civilizations Animals Civilizations Animals Stories Different Lands, The Ancient Greek Human Body: Poetry Poetry Similar Stories Civilization Systems and Senses Plants Plants Early World Greek Myths The Ancient Roman Islamic Empires The House on Civilizations Civilization Mango Street Habitats Farms Early American The War of 1812 Light and Sound Quest: Eureka! Adventures of Civilizations Don Quixote Classic Tales* Native Americans Astronomy Cycles in Nature The Viking Age Geology The Renaissance

Important People Kings and Queens The History of Westward Expansion Astronomy: Our Solar The American The Reformation in American History* the Earth System and Beyond Revolution Seasons and Animals and Insects Native Americans: Treasure Island Quest: A Midsummer *These two Weather Habitats Regions and Cultures Night's Dream domains are Columbus and Fairy Tales The U.S. Civil War European Exploration Native Americans dispersed the Pilgrims of North America throughout the Colonial Towns A New Nation Human Body: Building Colonial America school year. and Townspeople Blocks and Nutrition Taking Care of Frontier Explorers Immigration Ecology the Earth Presidents and Fighting for a Cause American Symbols

Domain: School: Grade:

Criteria of Success +/▲ Comments (or N/A) Organization: Curriculum plan is typed (or is legible if written) The plan indicates topics/domains addressed. The plan indicates when in the school year domains/topics are taught and the length of study (e.g., days/weeks). The plan reflects consistency with the submitted domain maps. * Helpful: The curriculum plan carries a statement of what it is and how it is used; (e.g. tentative or final plan; is posted on the school web-site for parents or is used for pacing domain maps, etc.) Other Comments: Domains: The plan includes the domains at each grade level from the Core Knowledge Sequence. The plan indicates most or all domains are taught at the Sequence’s recommended grade level. * Helpful: • The plan has a method of indicating Core Knowledge domains moved out of grade level to align to state standards. • When domains are moved out of grade level, the plan has a method of showing if they are introduced at the Core Knowledge grade level and reinforced at the tested grade level. • A short description of why domains have been moved is included Other Comments: Coherence: The curriculum plan indicates domains and topics that are sequenced logically and with consideration for coherence, particularly pre- and post-requisite knowledge. * Helpful: The PLAN reflects the documented use of filters for coherence:  Addressing pre-requisite knowledge and vocabulary  Beginning familiar concepts  Following chronological order or geographic history  Preceding events in an area with the geography of the area. Moving micro to macro or general to specific (or vice versa) Other Comments: Cumulative Nature: Page 11

Criteria of Success +/▲ Comments (or N/A) The curriculum plan strongly reflects the cumulative nature of learning by spiraling domain –based topics across grades. The plan indicates an appropriate amount of time to teach the content of each grade level without over- or under-teaching it. Other Comments:

Grade-Level Domain MAP Core Knowledge Content State Standards Literature – If applicable, list the content and skill List those state standards that align to the subject- guidelines for this domain from the ELA Sequence. specific guidelines. These can be found in the Teacher Handbook or selected from the Core Knowledge Sequence. History/Geography – If applicable, list content and skill guidelines from the History and Geography Sequence. Science – If applicable, list content and skill guidelines from the Science Sequence. Visual Arts – If applicable, list content and skill guidelines from the Visual Arts Sequence. Music – If applicable, list content and skill guidelines from the Music Sequence. Language Arts Core Knowledge CCSS ELA List only the language arts guidelines that will be List only those Common Core State Standards for taught in tandem with this domain across subjects. ELA that align (Samples may include more than will These can be found in the Teacher Handbook or Core be used in your implementation; delete those not Knowledge Sequence. applicable from electronic versions). Prior Knowledge What Students Will Learn In Future Grades List the supporting content and skills that students List content from future grades that builds from this have learned prior to this domain. These can be found domain. These can be found in the Teacher in the Teacher Handbooks (grades 1-5) and Handbooks. supplemented with additional guidelines as necessary. Cross-Curricular Links List specific sub-topics, guidelines, literary works or connections from other subject areas. These can be found in the sidebar comments in Teacher Handbooks as well as in the Sequence. Domain Vocabulary List the critical domain This vocabulary is found Limit this list to vocabulary (Tier 3 in the Teacher Handbooks vocabulary that all words) for which students as well as within your teachers agree to use, will be held accountable. selected trade books. teach, and assess.

Instructional UNITS History / Literature Science Visual Arts Music Geography When units have been developed using this Domain MAP, list the title(s) of your units here for reference.

Grade-Level Domain MAP Core Knowledge Content State Standards Literature – History/Geography – Science – VI. Astronomy: Introduction to the Solar System Sun: source of energy, light, heat Moon: phases of the moon (full, half, crescent, new) The eight planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) (Note: In 2006, Pluto was classified as a dwarf planet.) Stars Constellations, Big Dipper The sun is a star. Earth and its place in the solar system The earth moves around the sun; the sun does not move. The earth revolves (spins); one revolution takes one day (24 hours). Sunrise and sunset When it is day where you are, it is night for people on the opposite side of the earth. Recognize the sun in the sky Visual Arts – Music – Language Arts Core Knowledge CCSS ELA  Use agreed-upon rules for group discussions, i.e., SL.1.1. Participate in collaborative conversations with look at and listen to the speaker, raise hand to speak, diverse partners about grade 1 topics and texts with take turns, say “excuse me” or “please,” etc. peers and adults in small and larger groups.  Prior to listening to a read-aloud, identify (orally or in SL.1.1.a. Follow agreed-upon rules for discussions writing) what they know and have learned that may (e.g., listening to others with care, speaking one at a be related to the specific story or topic to be read time about the topics and texts under discussion). aloud RL.1.10. With prompting and support, read prose and  Make predictions (orally or in writing) prior to and poetry of appropriate complexity for grade 1. during a read-aloud, based on the title, pictures, RI.1.10. With prompting and support, read and/or text heard thus far, and then compare the informational texts appropriately complex for grade 1. actual outcomes to predictions RL.1.1. Ask and answer questions about key details in a  Use pictures accompanying the read-aloud to check text. and support understanding of the read-aloud RL.1.2. Retell stories, including key details, and  Answer questions (orally or in writing) requiring demonstrate understanding of their central message or literal recall and understanding of the details and/or lesson. facts of a read-aloud, i.e., who, what, where, when, etc. RI.1.1. Ask and answer questions about key details in a text.  Ask questions to clarify information or the topic in a read-aloud W.1.8. With guidance and support from adults, recall information from experiences or gather information  Compare and contrast (orally or in writing) from provided sources to answer a question. similarities and differences within a single read-aloud or between two or more read-alouds

Page 14 Domain Map Astronomy Grade 1

Prior Knowledge What Students Will Learn In Future Grades Kindergarten: Seasons and Weather Grade 2: Cycles in Nature The four seasons  Seasonal Cycle Characteristic local weather patterns during the Grade 3: Astronomy different seasons Grade 4: Meteorology The sun: source of light and warmth Grade 6: Astronomy Daily weather changes Temperature: thermometers are used to measure temperature Clouds Rainfall: how the condition of the ground varies with rainfall; rainbows Thunderstorms: lightning and thunder, hail, safety during thunderstorms Snow and snowflakes, blizzard Kindergarten: Taking Care of the Earth Conservation: Some natural resources are limited, so people must be careful not to use too much of them (example: logging and reforestation). Practical measures for conserving energy and resources (for example, turning off unnecessary lights, tightly turning off faucets, etc.) Some materials can be recycled (for example, aluminum, glass, paper). Pollution (for example, littering, smog, water pollution) can be harmful, but if people are careful they can help reduce pollution. Cross-Curricular Links Language Arts: Sayings and Phrases American History and Geography  “AM and PM”  Early Exploration and Settlement  “Hit the nail on the head”  Christopher Columbus Language Arts: Poetry Mathematics  My Shadow  Measurement Domain Vocabulary astronaut dusk orbit shadow atmosphere gas outer solar celestial bodies gravity planet spacecraft constellations horizon probes stars counterclockwise inner rays surface craters launch reflecting technology crescent meteor rockets telescopes crystal missions rotates universe debris

Instructional UNITS (optional) History / Literature Science Visual Arts Music Geography Astronomy

Grade-Level Domain MAP Core Knowledge Content State Standards Literature – Ann Frank, Diary of a Young Girl List those state standards that align to the subject- specific guidelines. History/Geography – V. World War II A. The Rise of Totalitarianism in Europe • Italy Mussolini establishes fascism Attack on Ethiopia • Germany Weimar Republic, economic repercussions of WWI Adolf Hitler and the rise of Nazi totalitarianism: cult of the Führer (“leader”), Mein Kampf Nazism and the ideology of fascism, in contrast to communism and democracy Racial doctrines of the Nazis: anti-Semitism, the concept of Lebensraum (literally, “living space”) for the “master race,” Kristallnacht The Third Reich before the War: Gestapo, mass propaganda, book burning B. World War II in Europe and at Home, 1939-45 • The Holocaust: “Final Solution,” concentration camps (Dachau, Auschwitz) • North Africa Campaign: El Alamein • D-Day: Allied invasion of Normandy, General Dwight Eisenhower Science – If applicable, list content and skill guidelines from the Science Sequence. Visual Arts – If applicable, list content and skill guidelines from the Visual Arts Sequence. Music – If applicable, list content and skill guidelines from the Music Sequence. Language Arts Skills Core Knowledge Skills CCSS ELA List only the language arts skill guidelines that will be List only those Common Core State Standards for taught in tandem with this domain across subjects. ELA that align (Samples may include more than will These can be found in the Teacher Handbook or Core be used in your implementation; delete those not Knowledge Sequence. applicable from electronic versions). Prior Knowledge What Students Will Learn In Future Grades Grade 1 Grade 8 II. Early World Civilizations II. The Cold War C. History of World Religions A. Origins of the Cold War Judaism Post-WWII devastation in Europe, Marshall Plan,

Belief in one God Bretton Woods Conference Story of the Exodus: Moses leads the Hebrews out of Western fear of communist expansion, Soviet fear of Egypt capitalist influences Israel, Chanukah, Star of David, Torah, synagogue Truman Doctrine, policy of containment of Grade 6 communism II. Lasting Ideas from Ancient Civilizations Formation of NATO, Warsaw Pact A. Judaism and Christianity The “Iron Curtain” (Churchill) Basic ideas in common Berlin Airlift The nature of God and of humanity Eastern European resistance, Hungarian Revolution, Berlin Wall, Prague Spring Hebrew Bible and Old Testament of Christian Bible Judaism: central ideas and moral teachings Torah, monotheism The idea of a “covenant” between God and man Concepts of law, justice, and social responsibility: the Ten Commandments Grade 7 II. World War I: “The Great War,” 1914–1918 A. History National pride and greed as causes: European nationalism, militarism, and colonialism Italy becomes a nation: Garibaldi German nationalism and militarism: Bismarck unifies Germany, war against France, France cedes Alsace-Lorraine to Germany European imperialism and rivalries in Africa Berlin Conference and the “scramble for Africa” Entangling defense treaties: Allies vs. Central Powers, Archduke Ferdinand assassinated The Western Front and Eastern Front, Gallipoli, Lawrence of Arabia War of attrition and the scale of losses: Battle of the Marne (1914), new war technologies (for example, machine guns, tanks, airplanes, submarines), trench warfare U.S. neutrality ends: sinking of the Lusitania, “Make the world safe for democracy” Armistice Day, Nov. 11, 1918, abdication of Kaiser Wilhelm II Treaty of Versailles New central European states and national boundaries German reparations and disarmament B. Geography of Western and Central Europe Belgium, Netherlands (Holland), and Luxembourg Cities: Brussels (Belgium), Amsterdam, Rotterdam, The Hague (Netherlands)

Cross-Curricular Links English Visual Arts II. Poetry I. Art History: Periods and Schools A. The Charge of the Light Brigade C. Expressionism and Abstraction Paul Klee- Struck from the list IV. Foreign Phrases Commonly Used in English • Requiescat in pace, R I P –may he or she rest in peace • In extremis- in extreme circumstances, especially at the point of death

• Sub rosa- secretly

Domain Vocabulary Führer Gestapo Holocaust modernization fascism propaganda concentration camps Imperialism Nazis annexation D-Day occupation invasion anti-Semitism Nonaggression Pact Allied Atom bombs Lebensraum Blitzkrieg invasion pacifist Third Reich mobilization isolation, United Nations Manhattan Project industrialization Declaration of Human Rights

Instructional UNITS (optional) History / Literature Science Visual Arts Music Geography When units have been developed using this Domain MAP, list the title(s) of your units here for reference.

Domain: School: Grade:

Criteria of Success +/▲ Comments (or N/A) Organization: Domain maps are typed (or legible if written). Submitted domain maps match domains on the curriculum plan. Maps submitted are the same in format, indicating consistency across grades. Other Comments: Components: Maps indicate grade levels have consistent components. Maps for all grade levels include all of the following components:  Content & skills guidelines from the Sequence (by subject)  Aligned content state standards (if applicable)  ELA skills from the Sequence  Aligned ELA Common Core State Standards/State Standards (if applicable)  Prior knowledge based on the Sequence  Future knowledge based on the Sequence  Cross-curricular links from the Sequence  Domain-specific vocabulary (Tier 3)  (optional) Titles of related instructional units by subject Other Comments: Content: 100% of submitted maps are developed around a Core Knowledge domain. The listed ELA skills can be addressed and/or reinforced in the time allotted to teach this domain (see length of study on curriculum plan) Based on the allotted time to teach this domain (see curriculum plan) and number of domain vocabulary words listed, most students would have sufficient time and repetition to be able to recognize or make all of the identified domain words part of their working vocabulary. *Helpful Feature: Maps include a method of showing which CK content was moved out of grade level to align with state

Criteria of Success +/▲ Comments (or N/A) standards. Other Comments: Context-Specific (Cross-curricular) Domain maps indicate strong, authentic cross- curricular connections. Other Comments:

Notes & Reflections on the 4-C characteristics

(1) Content-rich Content-rich

(2) Coherent Coherent

(3) Cumulative Cumulative

(4) Context-specific

What Is a Domain?

Notes:

Benefits of Domain-based Planning:

• Immersing students in the study of a domain (______) builds time to deeply consider a topic.

• Students become familiar with the language and vocabulary of the domain from ______to it.

• Domains can ______through the grades so prior knowledge assists new learning.

Cumulative Nature: A Mixed Grade-level Activity

Use the At-A-Glance pages in the Sequence (pp. 268-269) to find a science or history domain you teach that is also taught at other levels. Create a chart that shows the grades at which it is taught. (You can use the space below to plan your chart.) This will be the springboard for discussion about what is taught about the domain at each grade level.

Domain:

Create as many columns as you need below. Indicate the grade at the top of each column. Example: Domain: Chemistry: Matter// Grade headings: 1, 4, 5, 7, 8

The Filters for Coherence are considerations schools use when they plan the sequence of domains to be taught by specific grade-levels at specific times during the year. It is highly recommended that the filters be considered when developing or refining the school’s Curriculum Plan. Using the filters up front will do much to inform the intent and integrity of curricular coherence. The filters (below), in conjunction with the rubric for Curriculum Plans, can be used as a guide in continuous improvement of implementation. (Note: The filters are also a lens to apply when generating units and lessons.)

• Pre‐requisite knowledge/vocabulary‐ A key consideration for coherence is whether or not students have the pre‐requisite knowledge and vocabulary to understand a domain. If not, we teach the foundational content first. For example, we might:  introduce Kings and Queens and Native Americans before the voyage of Columbus so students have a foundational understanding of those who supported his trip and those he encountered along the way.  Introduce the domain of chemistry before the domain of electricity to set a foundational understanding of what causes electrical phenomena to occur. • Chronological order‐ Chronological order is the arrangement of events following one after another in time. This order helps students see the connection between cause and effect. For example, we might:  teach the earliest civilizations before ones that came later in time.  study the domain of “American Revolution” before that of “Making a Constitutional Government,” which came as a result. • Familiar concepts first‐ To teach more complex concepts, it frequently helps to begin with the familiar first so students can apply their background knowledge to the topic. For example, we might:  teach pre-school students about the familiar parts of the visible body before they learn about the parts inside the body.  build first on a related domain from last year before introducing a new one (e.g. the human body) • Macro‐to‐micro or Micro‐to‐macro‐ As we sequence domains, we may move from general to specific or from specific to general. Likewise, we might move from big picture to little or vice-versa. Either possibility is valid if it progresses in a logical fashion. For example, we might:  move micro-to-macro by studying cells first and progressing to the larger context of the human body (or vice-versa).  Likewise, we might move macro-to-micro by studying the larger universe, then zeroing in specifically on the earth (or vice-versa). • Integration of Content into Relevant Domains‐ Integration of content supports understanding and retention. It is also a means of achieving efficiency in a packed curriculum. For example, if we integrate geography and geographic maps with the events that occur in those areas; integrate Science Biographies with the science concepts; and integrate Sayings and Phrases where they have a context or relevance in literature or non‐fiction text, then we support learning and simultaneously save time. For example, we might:  teach the biography of Michael Faraday in conjunction with the domain of electricity, his focus of his lifelong work.  examine the geography of Japan as we teach the domain of Feudal Japan.  introduce the saying “as the crow flies” as it appears in the book Pollyana.  teach the art and music of the Renaissance when we teach the history of the Renaissance.  integrate Greek myths with our study of ancient Greece.

Scheduling considerations:

When trying to look at a yearlong calendar and accommodate the coherence of domains, teams may also need to consider the following factors:

 Sufficient Time – This consideration is really about assessing whether you have allocated a sufficient amount of time to teach each domain (e.g. 2‐4 weeks; typically 6 weeks max). This does not mean to say we need to teach everything about a domain since most are taught through spiral instruction over time. We just need to consider if there is sufficient time to teach the objectives allocated to our grade level. (Sufficient time should not be misinterpreted to be excessive time or students will never get the benefit of each domain planned for the grade level.)  Rounding Up‐ When estimating unit time, we round days up to full week(s) to plan for review and assessment time. Continuity of Units‐ We consider calendar holidays so as not to interrupt the continuity of units. (This is not to interpreted as letting the calendar or holidays dictate the sequence of content; e.g. keep the study of Martin Luther King in the units on Civil Rights (gr. 8) and Fighting for a Cause (gr. 2) vs. just studying about him in February because it’s Black History Month. This stays true to two of our 4-C characteristics of curriculum: teaching topics in a content-rich and context‐specific way.)

SAMPLE FILTERS:

 pre-requisite knowledge & vocabulary  chronological order  familiar concepts first  micro to macro or vice-versa  sufficient time  true domains vs. integrated topics  rounding up days  continuity of units YES or NO?

Directions: Is the proposed sequence for a plan logical and coherent? Name the filter that is exemplified or violated by the example.

Y N

We will learn about Native American farmers, then plants, then farms  

(Gr. K) Filter:

We will learn about the Civil War, then the War of 1812, then the   Constitution. (Gr. 2) Filter: We will learn about sound & sound waves, then about how the ear works. Likewise, we’ll learn about light & optics, then about how the  

(Gr. 3) eye works. Filter:

We will learn about plate tectonics, then about energy heat and   transfer. (Gr. 6) Filter:

We will learn cell division first, then evolution, then history of the   earth. (Gr. 7) Filter:

Use these pages as you review the science and history topics taught in your grade level(s). Capture your thoughts about the content and about the subjects that connect to these topics. Core Knowledge Topic Grade Subject Page Brief description Topic found in Sequence

Next Steps for Your School-wide, Yearlong Curriculum Plan

Establish Committees:

 Curriculum Plan Committee (1 representative for each grade level, 1 for special area teachers, 1 for specialists, 1 administrator)

 Resource Committee (at least 1 representative from primary grades, intermediate grades, middle school, special area, and administration)

Curriculum Plan Logistics:

 Compiling grade-level contributions in the school-wide Plan.

 Sharing the Plan.

 Process of Phasing in the Plan.

 Determine grade-level plan refinement submission date and process.

Resource Logistics:

 Determine how teachers will inquire about needed resources.

 Determine how shared resources will be shared and cataloged.

CK Philosophy The Plan Cumulative (1) (1) (1)

Cumulative CK Philosophy The Plan

Coherent LOTUS The Map Coherent The Map (1) SUMMARIZER (2)

Cross- Content Rich curricular CK Materials Connections

Cross-curricular CK Content Rich Connections Materials (2) (2) (2)

Summarizer: Day 2 Five Words, Three Words

• Individually write 5 words that describe a quality Curriculum Plan.

• At your table compare your words and choose the best 3 words.

• Be ready to share.

DAY 2

Objectives: We will be able to: • apply the content-rich and cross-curricular nature of Core Knowledge to your planning; • describe the components of a Domain Map and how this planning tool promotes domain immersion; • collaboratively start 2-3 Domain Maps for the subject area that you teach; and • develop school-wide strategies to assist you with any challenges you may face with implementation.

Itinerary: • Introduction • Content-rich Curriculum & Instruction • Cross-curricular Curriculum & Instruction • Domain Maps: Background, Samples, & Templates • Work Time: Creating Domain Maps • School-wide Strategies & Carousel Brainstorm Activity • Next Steps, Wrap-up, Closure

A CONTENT-RICH CURRICULUM:

NOTES:

1. Rigor Is:

2. Rigor Is NOT:

3. Implications:

Reflect, Stand, & Share:

• What does it mean to have a content-rich curriculum?

• What implications for content & delivery does this carry for team planning? For classroom teaching?

• What are you doing now that reflects this?

• What would you need to change to commit to this?

Be prepared to stand and share.

Round Table Review

CONTEXT-SPECIFIC

Notes:

• Geography:

• Science Biographies:

• Sayings & Phrases:

• Cross-curricular Connections:

Reflections:

1. What does it mean to teach in a context-specific way?

2. What are some of the many ways of integrating content?

A. The first example below shows how a specific Core Knowledge domain (Middle Ages) can become the heart of an all school effort.

Music Gregorian Chant Art Physical Education th Illuminated Manuscript All 4 Grade Madonna Medieval Tournament Principal Tapestries Read St. George and Gothic Architecture the Dragon ESOL Illustrated Glossary of the Middle Ages Media Specialist Coordinate research Europe in the on medieval topics Foreign Language (books and computer) Middle Ages 4th Grade Spain, France during the Middle Ages Classroom Teacher World History – Middle Ages Language Arts – King Arthur, Special Education Robin Hood, St. George and the Dragon Perform a play about Robin Hood

Gifted Parents Create a multi-media presentation on an Plan a medieval interesting aspect of the Middle Ages feast

B. The second example shows how the bolded content from the Sequence has been used as an organizing factor for cross-curricular connections. All content contributes to helping students understand the times and events that led up to the Civil War.

Speeches Famous People Gettysburg Address William Lloyd Garrison Stories Frederick Douglass Narrative of the Life of Frederick John Brown Douglass Jefferson Davis, Robert E. Lee Little Women (Part One) (Louisa Ulysses S. Grant May Alcott) Stonewall Jackson The Emancipation Proclamation William Tecumseh Sherman Poems Abraham Lincoln “O Captain! My Captain!” John Wilkes Booth Art Math Civil War Civil War Photography of Matthew Brady and his Measuring distances of the Grade 5 railroad from coast to coast colleagues Map scales The Shaw Memorial sculpture of Augustus Saint-Gaudens History Slavery, slave life and rebellions; Missouri Geography Compromise of 1820, Dred Scott decision Maps of North & South The Civil War: Fort Sumter, Confederacy, Mason-Dixon Line Yankees and Rebels Industrial North v. agricultural Battles: Bull Run, Antietam Creek South Events: Burning of Atlanta, The fall of Richmond, Surrender at Appomattox, Assassination of Lincoln

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Page 39 C. The third example shows how the 7th grade team made connections, and even indicated the pages from the Sequence where the content would be found. (Page citations are always helpful; some reference the Sequence, others prefer to use the Handbook pages.)

Technology Students learn on-line research & Science PowerPoint skills as Atomic Structure (Sequence, p. 175) English they create WWII Chemical bonds & reactions presentations. Anne Frank (Sequence, p. 176) Diary of a Young Girl Math Word problems w/context Music Graphs of WW II statistics Big Band songs World War II Scaling involved with replicating WW II songs WW II art posters Grade 7 Art Replicate WW II Geography recruitment posters. History Geography of Western & Rise of totalitarianism in Europe Central Europe (Sequence, p. 163) World War II in Europe & at home World War II in the Pacific & at the end of the war (Sequence, pp. 165-166)

D. YOUR TURN. With your grade level group, select a domain from history or science and make as many natural cross-curricular connections as are feasible. Ideally, these will be taught during the same points in time. Before you begin, look for the big idea for the domain; consider how you each may contribute to it.

Grade-Level Connections

Big Idea:

Schoolwide Strategies - Sample

Solutions Person Responsible (Prioritized) (For taking the issue to the school leadership team) 1. Time (How do we find time needed to plan for and teach all this wonderful content?)

2. Resources (How can we find out what we need to acquire?)

3. Parents (How do we tell them about Core Knowledge?)

4. Business/Community (How can we gain their support?)

5. Assessment (How will we know if students are learning the Core Knowledge material?)

6. Technology (How can we use technology to teach Core Knowledge?)

7. Involving Special Area Teachers – Physical Education, Special Education, Bilingual and ESL, Media and Technology, administration, etc…

8. Other issues to think about…

Next Steps: Committee Action

Establish Committees:

 Plan Committee

 Resource Committee

 Domain Map Committee

 School-wide Implementation Committee

 Professional Development & Support Committee

Committee: ______Action Plan Members:

Long-Term Goals Short-term Milestones Action Items

Appendix

• Sample Resource Inventory

• Sample Middle School Curriculum Plan & Connection Samples

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0 Page 45 SAMPLE resource inventory for Grade: 4 Domain: American Revolution Title Code Author Publisher **ISBN** Location Suggested Use Comment Emma’s Journal BK-F Moss, Marissa Harcourt Brace 0152020250 MC SR Declaration of Independence BK-NF Kallen, Stuart Abdo and Daughter 1562393189 MC IR Amazing Life of Ben Franklin BK -NF Giblin, James Scholastic Press 0590485342 MC RAL American Independence VT-NF N/A Schlessinger VT Products 1572250607 MC-VT WG St tk notes

Codes delineating WHAT the item is: Codes indicating WHERE the item is: Codes suggesting HOW the item is used:

Audio-book/kit AB Media Center Read Aloud RAL Book- Non-fiction BK-NF Team Room + [Grade] TR-4 Shared Reading SR Book- Fiction BK-F Core Knowledge Closet CKC Guided Reading GR Book- Professional BK-P Classroom+ [Teacher] CR Independent Reading IR Book- Big Book BK-BB Listening Center LC CD- Non-fiction CD-NF Professional Reading PR CD- Fiction CD-F Film-Non-fiction F-NF Film-Fiction F-F Game G Map M Periodical P Video/DVD-Non-fiction VT/DVD-NF Video/DVD-Fiction VT/DVD-F

Grade 6 Domain: Lasting Ideas from Ancient Civilizations Length The Arts Literature History & Geography Science (Weeks) Latin and Greek 1 Vocabulary Classical Art of Ancient 2 Classical Mythology Greece and Rome II. Lasting Ideas from 3 Ancient Civilizations 4 The Iliad and The 5 Odyssey 6

7 Julius Caesar (William Shakespeare) 8

Grade 6 Domain: The Enlightenment Length The Arts Literature History & Geography Science (Weeks) Baroque (Visual Arts ‐ 1 1 week & Music ‐ 2 VI. Science Biography of weeks) III. The Enlightenment Sir Isaac Newton 2 Rococo (Visual Arts)

Grade 6 Domain: Romanticism Length The Arts Literature History & Geography Science (Weeks) Poems: "Apostrophe to the Ocean " and "I 1 V. Romanticism Romantic Visual Arts Wandered Lonely as a II. Oceans and Music Cloud " 2 3

Grade 6 Domain: Immigration, Industrialization, and Urbanization Length The Arts Literature History & Geography Science (Weeks) 1 VI. Industrialism, 2 Capitalism, and 3 Socialism (World His.) 4 I. Immigration, 5 VI. Science Biography of Industrialization, and Lewis Howard Latimer Urbanization (Amer. 6 His.) 7

Domains/Topics not covered by suggested Domains The Arts Literature History & Geography Science I. Writing, Grammar, I. Elements of Music I. World Geography V. The Human Body and Usage

Gothic Art II. Poetry

The Prince and the Art of the Renaissance Pauper (Twain)

Classical period Music IV. The French Revolution Neoclassical Art

VII. Latin American Realism in Visual Arts III.D. Literary Terms Independence IV. Energy, Heat, and Movements Energy Transfer

IV. Sayings and Phrases VI. Science Biography of Marie Curie Poem: "Sympathy" II. Reform (Dunbar) I. Plate Tectonics VI. Science Biography of Alfred Wegener

III. Astronomy

Grade 6

Week The Arts Literature History & Geography Science

1 V. The Human Body 2

Latin and Greek 3 Vocabulary

Classical Art of Ancient The Iliad and The 4 Greece and Rome Odyssey IV. Energy, Heat, and Energy Transfer 5 Classical Mythology

II. Lasting Ideas from Ancient Civilizations 6 Gothic Art Julius Caesar

VI. Science Biography of 7 Marie Curie

The Prince and the 8 Art of the Renaissance Pauper

Baroque (Visual Arts & VI. Science Biography of 9 Music) Isaac Newton III. The Enlightenment 10 Rococo (Vis. Arts) I. Plate Tectonics Classical music (ca. 11 1750‐1825) IV. The French Revolution VI. Science Biography of 12 Neoclassical (Vis. Arts) Alfred Wegener

“Apostrophe to the Romantic (Vis. Arts & 13 Ocean” and “I Wandered V. Romanticism Music ‐ Beethoven) Lonely as a Cloud” II. Oceans (Marine Life) 14 15 Realism (Vis. Arts) VI. Industrialism, Capitalism, and 16 Socialism 17 III. Astronomy 18 VII. Latin American 19 Independence Movements 20

I. Immigration, Industrialization, and Urbanization VI. Science Biography of 22 Lewis Howard Latimer

24 II. Reform (African American Reformers) 25 26 27 28 29 30 31 32 33 34 35 36

Notes

‐ Bolded topics are suggested Domains as in Reading Instruction: the Two Keys by Matt Davis ‐ Literature topics and titles are only listed if the CK Sequence suggests cross‐curricular connections ‐ more can and should be listed as a school develops its own plan

‐ The CK Sequence suggests providing students with timelines to help orient themselves to periods/schools within the Arts ‐ this suggested plan reflects cross‐curicular connections AND timeline overlap when possible ‐ Topic coverage in weeks reflects the recommendations of the Day‐by‐Day Planner ‐ schools will need to develop their own timeframe for each topic while keeping these recommendations in mind ‐ Broad concepts and processes should be covered in the context of content to which they may relate. Spatial sense would be introduced and reinforced through meaningful domains (Rome, China, Latin American Independence Movements). Geography should also be addressed in this manner

Questions: ‐ Should biographies of individuals be used to introduce or review a concept to which the individual contributed?

Grade 7 Domain: America Becomes a World Power Length The Arts Literature History & Geography Science (Weeks) Impressionism (late 19th‐ 1 I. America Becomes a century) World power 2 Blues

Grade 7 Domain: World War I Length The Arts Literature History & Geography Science (Weeks)

Post‐Impressionism Dulce et Decorum Est 1 (early 20th‐century) (Wilfred Owen) II. World War I: “The 2 Great War,” 1914‐1918

3 4

Grade 7 Domain: America from the Twenties to the New Deal Length The Arts Literature History & Geography Science (Weeks) Heritage (Countee Cullen); The Negro Speaks of VI. Science Biography of 1 Jazz Rivers, Harlem, & Life is Charles Darwin Fine (Langston Hughes) IV. America from the 2 Twenties to the New 3 Deal V. Evolution 4 5 IV. History of the Earth 6 and Life Forms

Grade 7 Domain: World War II Length The Arts Literature History & Geography Science (Weeks) Diary of a Young Girl 1 Picasso’s Guernica (Anne Frank) “Declaration of War on I. Atomic Structure 2 Japan” (Franklin D. Roosevelt) VI. Science Biography of 3 Dmitri Mendeleev

VI. Science Biography of 4 V. World War II Antoine Lavoisier 5 6 II. Chemical Bonds and 7 Reactions 8 9

VI. Science Biography of 10 Lise Meitner

Domains/Topics not covered by above Domains The Arts Literature History & Geography Science Expressionism & I. Writing & Grammar Abstraction VI. Geography of the III. Cell Division and United States Genetics Modern American II. Poetry Painting

III. Fiction, Nonfiction, I. Elements of Music III. The Russian and Drama Revolution

II. Classical Music: Romantics & IV. Foreign Phrases Nationalists

Grade 7 Week The Arts Literature History & Geography Science

Impressionism (late 19th‐ 1 century) I. America Becomes a World power

2 Blues

Post‐Impressionism 3 (early 20th‐century)

Expressionism and Dulce et Decorum Est 4 Abstraction (Wilfred Owen) II. World War I: “The Great War,” 1914‐1918

5 Jazz

6 III. Cell Division and Genetics

7 III. The Russian Revolution

VI. Science Biography of 8 Charles Darwin

Heritage (Countee Cullen); The Negro Speaks of 9 Rivers, Harlem, & Life is Fine (Langston Hughes) 10 V. Evolution

11 IV. America from the Twenties to the New Deal

12 IV. History of the Earth and Life Forms 13

Modern American 15 Painting I. Atomic Structure

Diary of a Young Girl VI. Science Biography of 17 (Anne Frank) Dmitri Mendeleev

“Declaration of War on 18 Japan” (Franklin D. VI. Science Biography of Roosevelt) V. World War II Antoine Lavoisier 19

20 II. Chemical Bonds and 21 Reactions 22 23

VI. Science Biography of 24 Lise Meitner

25 26

28 29 30 31 32 33 34 35 36

Notes:

‐ Literature topics and titles only listed if the CK Sequence suggests cross‐curricular connections ‐ more can and should be listed as a school develops its own plan

‐ The CK Sequence suggests providing students with timelines to help orient themselves to periods/schools within the Arts ‐ this plan reflects cross‐curicular connections AND timeline overlap when possible

‐ Topic coverage in weeks reflects the recommendations of the Day‐by‐Day Planner ‐ schools will need to develop their own timeframe for each topic while keeping these recommendations in mind ‐ Broad concepts and processes should be covered in the context of content to which they may relate. Spatial sense would be introduced and reinforced through meaningful domains (America Becomes a World Power, World War I and II, etc.). US and World Geography should also be addressed in this manner

Questions: ‐ Should biographies of individuals be used to introduce or review a concept to which the individual contributed?

Grade 8 Domain: The Cold War Length The Arts Literature History & Geography Science (Weeks) 1

2 JFK's Inaugural Address II. The Cold War 3 4

Grade 8 Domain: Civil Rights Length The Arts Literature History & Geography Science (Weeks) 1 2 "I have a dream"; "Letter 3 from Birmingham Jail" III. Civil Rights (MLK, Jr.) 4 5

Grade 8 Domain: The Vietnam War & Rise of Social Activism Length The Arts Literature History & Geography Science (Weeks) 20th century Sculpture: 1 Vietnam Veterans Memorial IV. The Vietnam War 2 and Rise of Social 3 Activism "The Marginal World" 4 (Rachel Carson)

Domain/Topics not covered by above Domains

The Arts Literature History & Geography Science I. Writing & Grammar I. Art History Usage VII. Civics: The V. Chemistry of Food II. Architecture since Constitution II. Poetry Industrial Revolution

III. Fiction, Nonfiction, I. Elements of Music VI. Biography of & Drama Dorothy Hodgkin

II. Non‐Western Music IV. Foreign Phrases I. Physics: Motion I. Decline of European III. Classical Music: Colonialism Nationalists and Modern I. Physics: Forces IV. Vocal Music I. Physics : Density of VI. The End of the Bouyancy Cold War: Expansion I. Physics: Work of Democracy and Continuing Challenges I. Physics: Energy

VI. Biography of James Maxwell V. The Middle East and Oil Politics II. Electricity and Magnetism: Electricity

VI. Biography of Charles Steinmetz VIII. Geography of II. Electricity and Canada and Mexico Magnetism: Magnetism and Electricity

III. Electromagnetic Radiation and Light

VI. Science Biography of Albert Einstein

IV. Sound Waves

Grade 8 Week The Arts Literature History & Geography Science 1 2 VII. Civics: The V. Chemistry of Food 3 Constitution 4

VI. Biography of 5 Dorothy Hodgkin

I. Decline of European I. Physics: Motion Colonialism 7

8 I. Physics: Forces

10 JFK's Inaugural Address II. The Cold War I. Physics : Density of 11 Bouyancy

12 I. Physics: Work

13 I. Physics: Energy 14

"I have a dream"; "Letter VI. Biography of James 15 from Birmingham Jail" III. Civil Rights Maxwell (MLK, Jr.)

16 17

20th century Sculpture: 18 Vietnam Veterans Memorial 19 IV. The Vietnam War and II. Electricity and 20 Rise of Social Activism Magnetism: Electricity

"The Marginal World" 21 (Rachel Carson)

22 VI. Biography of Charles VI. The End of the Cold Steinmetz War: Expansion of Democracy and II. Electricity and 23 Continuing Challenges Magnetism: Magnetism and Electricity 24

III. Electromagnetic 26 Radiation and Light V. The Middle East and Oil 27 Politics

VI. Science Biography of 28 Albert Einstein

29 VIII. Geography of Canada 30 and Mexico IV. Sound Waves 31 32 33 34 35 36

Notes: ‐ Literature topics and titles only listed if the CK Sequence suggests cross‐curricular connections ‐ more can and should be listed as a school develops its own plan ‐ The CK Sequence suggests providing students with timelines to help orient themselves to periods/schools within the Arts and History‐ this plan reflects cross‐curicular connections AND timeline overlap when possible ‐ Topic coverage in weeks reflects the recommendations of the Day‐by‐Day Planner ‐ schools will need to develop their own timeframe for each topic while keeping these recommendations in mind

‐ Broad concepts and processes should be covered in the context of content to which they may relate. Spatial sense and Geography would be introduced and reinforced through meaningful domains (Decline of European Colonialism, Middle East and Oil Politics, etc.)

‐ Study of the Constitution and the Bill of Rights inherently links to the study of Civil Rights and can help students compare/contrast other forms of government. The placement of VII. Civics should take these relationships into account while also adhering to chronological coherence

Questions: ‐ Should biographies of individuals be used to introduce or review a concept to which the individual contributed?

School/State______Date______Grade Level______

Circle the answer that best represents your thoughts about this professional development experience. Please add specific comments that would help us to improve our supports for you.

A. Participant Self- Assessment: DAY 1 1. I can now explain the “big picture” of Core Knowledge planning tools and the progression from PLAN, to MAP, to UNIT, to LESSON.

Disagree Somewhat agree Agree

Comment:

2. I can now explain the 4-C characteristics of the Core Knowledge curriculum and why they are important for student learning.

Disagree Somewhat agree Agree

Comment:

DAY 2 3. I can now describe what a complete, coherent school-wide, year-long PLAN looks like.

Disagree Somewhat agree Agree

Comment:

4. I can now describe the purpose and features of a domain MAP and feel confident creating one.

Disagree Somewhat agree Agree

Comment:

5. I understand our next steps in the curriculum mapping process and my role in moving our PLAN and MAPs to completion and implementation.

Disagree Somewhat agree Agree

Comment:

Page 62 (over…) B. Feedback for the Facilitator:

6. The facilitator of this training was well-prepared and able to support us. (e.g. If she/he didn’t know an answer, she/he offered to find out.)

Disagree Somewhat agree Agree

Comment:

7. The facilitator of this training was professional and respectful in interacting with us.

Disagree Somewhat agree Agree

Comment:

C. Feedback on the Learning:

Three key things I learned are……

D. Feedback on the Training:

I wish there had been (more/less)…

This training could be enhanced by…

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