Common Core Standard for a Unit of Study

Common Core Standards have been established in the field of education as a set of objectives for students to accomplish by the conclusion of their school year. These standards are geared towards enhancing students learning and outcomes through shaping curriculum. In addition, standards must serve as the foundation for a productive, balanced assessment system. This assignment focuses on unpacking a standard, creating a table of test specifications, and developing a curriculum map for a unit of study to demonstrate the alignment of assessment, curriculum, and assessment. In this case, the researcher utilizes Pennsylvania’s Standard 8.3.12 and focuses on Civil Rights in History class for high school students.

Part 1 – Unpacking a Standard
The Pennsylvania Department of Education has established Common Core Standards for different subject areas, grade level, and content area. For this assignment, PA’s Standard 8.3.12 will be utilized for a History class for high school students with Civil Rights as the content area. The selected standard is one of the state’s academic standards for History (Pennsylvania Department of Education, 2002). The category where this standard falls under focused on promoting students’ understanding of U.S. history. This standard comprises big ideas that are geared towards enhancing mastery of learning content relating to U.S. history as follows:
1. Social groups and organizations in the history of the United States.
2. Conflict and cooperation among social groups and organizations in the United States.
3. Influence of conflict and cooperation among these groups and organizations in the growth and development of the nation.
Apart from the big ideas, there are some enduring understandings I would want students to remember once they have forgotten most of the details relating to this standard as follows:
a. Culture can act as unifying and divisive factor in human relations.
b. Conflict among various social groups and organization can be detrimental to the nation’s development.
c. Development requires cooperation between social groups and organizations.
Essential Questions
· Explain: What was the role of social groups and organizations in the development of the United States during the civil rights movement?
· Interpret: How did conflict and cooperation among social groups and organizations influence the emergence of the civil rights movement?
· Application: How did the civil rights movement influence the development of the United States to its present state?
· Perspective: How important is the civil rights movement in the development of the United States to its present state?
· Empathy: Do you agree or disagree with the idea that social groups and organizations played a major role in the country’s development? Why?
· Self-knowledge: What was the most challenging task in examining the role of conflict and cooperation among social groups and organization in the development of the United States?
Concept Map
Topic’s Enduring Understanding
Topic (in sentence form)
Grade Level: 12th

The student will be able to determine the role of conflict and cooperation of social groups and organizations in the growth and development of the United States.
Subject: History



Topic Essential Questions

1. What was the role of social groups and organizations in the development of the United States during the civil rights movement?
2. How did conflict and cooperation among social groups and organizations influence the emergence of the civil rights movement?
3. How did the civil rights movement influence the development of the United States to its present state?
4. How important is the civil rights movement in the development of the United States to its present state?
5. Do you agree or disagree with the idea that social groups and organizations played a major role in the country’s development? Why?
6. What was the most challenging task in examining the role of conflict and cooperation among social groups and organization in the development of the United States?



LEARNING GOALS (Concepts/Skills)
Key Vocabulary

1. Understanding social groups and organizations during the civil rights movement.
Social groups, Social organizations, Civil Rights Movement.

2. Conflict and Cooperation among Social groups and organizations.
Conflict, Cooperation, Social groups, Social organizations.

3. Social groups and social organizations in the growth and development of the United States.
Social groups, Social organizations, growth and development.



Learning Objectives
1. To understand social groups and organizations during the civil rights movement.
2. To examine conflict and cooperation among social groups and organizations in the history of the United States.
3. To analyze how social groups and organizations influenced the growth and development of the United States.
One-week Unit of Study
An example of a topic for a one-week unit of study that best represents this standard is Role of Civil Rights Movement in the Growth and Development of the United States. This topic best represents the standard because the civil rights movement is one of the most prominent social groups or organizations in the history of the United States. In this case, students will examine how the civil rights movement acted as a social group or organization that influenced the development of the nation. Students will also examine how cooperation and conflict emanating from the civil rights movement transformed the American society. Through examining the role and impact of the civil rights movement, students will enhance their understanding of how social groups/organizations have helped in development of the U.S.
Part 2 – Develop a Table of Test Specifications
Standard: Examine how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S.

Title of Unit of Study: Role of Civil Rights Movement in the Growth and Development of the United States

Grade Level: 12
Content Area: History

Total Points: 10
Type of Items: Multiple Choice


Bloom’s Taxonomy Cognitive Levels
Number/Percent of Items Per Level


Objectives
Multiple-Choice
Level: Remembering
Level: Applying
Level: Analyzing
Total/Percent

When presented a scenario, identify social groups and organizations during the civil rights movement with 80% accuracy (Remembering).


2(20%)




2(20%)

When presented a scenario, examine conflict and cooperation among social groups and organizations with 80% accuracy (Applying).



3(30%)



3(30%)

When presented a scenario, analyze how social groups and organizations influenced U.S. growth and development with 80% accuracy (Analyzing).



2(20%)


3(30%)


5(50%)

Total
2(20%)
5(50%)
3(30%)
10(100%)



Part 3 – Create a Curriculum Map
The curriculum that will be utilized for this one-week unit of study and rationale for assessment choices is as follows:
Standard: Examine how conflict and cooperation among groups and organizations have influenced the growth and development of the U.S.

Learning Objectives:
1. When presented a scenario, identify social groups and organizations during the civil rights movement with 80% accuracy.
2. When presented a scenario, examine conflict and cooperation among social groups and organizations with 80% accuracy.
3. When presented a scenario, analyze how social groups and organizations influenced U.S. growth and development with 80% accuracy.

Grade Level: 12
Content Area: History

Unit Title: Role of Civil Rights Movement in the Growth and Development of the United States
Length of Unit: One week

Description of Unit of Study: Students will examine how the civil rights movement acted as a social group or organization that influenced the development of the nation. They will also examine how cooperation and conflict emanating from the civil rights movement transformed the American society. They will examine the role prominent civil rights leaders played in shaping the United States to its present state.





Reference
Pennsylvania Department of Education. (2002, July 18). Academic Standards for History. Retrieved from Pennsylvania Department of Education website: http://www.stateboard.education.pa.gov/Documents/Regulations%20and%20Statements/State%20Academic%20Standards/E%20HISTORY%20web03.pdf