BOGOTA PUBLIC SCHOOLS · 2017-01-24 · Adopted 6 Grade: 9 - 12 Subject: Zombie-Based Geography...

Vincent Varcadipane, Ed.D. Superintendent of Schools

Anthony Rotundo Director of Curriculum

BOGOTA PUBLIC SCHOOLS Bogota, New Jersey

Zombie-Based Geography

Grades 9-12

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Grade: 9 - 12 Subject: Zombie-Based Geography

Unit of Study: Mapping the Outbreak

Big Idea/Rationale Students will show their ability to display data on a map and analyze spatial relationships. Along the way, they learn about geographic tools and how to choose appropriate tools. Enduring

Understanding (Mastery Objective)

• Understand the purpose of geography, the tools used by geographers, and the types of questions geographers investigate

• Recognize characteristics of different map types • Decide how to choose different maps for different purposes • Understand and design important elements of maps (key/legend, symbols and

labels, grid and index, scale and direction) • Describe what analyzing is • Understand why we analyze space and relationships • Identify major cities on a map • Plot structures for spatial relationship analysis • Describe how to plot specific information on a map • Recognize how movement occurs across relationships and between places • Describe how movement occurs across relationships and between places • Plot data on maps • Analyze patterns of distance, accessibility, and connections • Describe patterns of migration and diffusion

Essential Questions (Instructional Objective)

• What is geography? • What do geographers do? • What are maps, and what are they used for? • What are important parts of maps? • Why do we analyze? • What is an example of something people analyze? • How do places connect? What kinds of relationships can two different locations

have? • How could ideas, disease, or technology diffuse or spread?

Content (Subject Matter)

• Geography tools • Different types of maps • Map elements • Spatial relationships

o Structures: Identifying Cities o Relationships: Examining Connections o Processes: What Moves and How?

• Using maps to answer questions and show data

Skills/ Benchmarks (National Geographic Standards)

• 1A: Recognize characteristics and applications of maps, globes, aerial and other images

• 1B: Make and use different globes, graphs, charts, databases, and models • 1C: Evaluate when to use certain mas or other tools and technology to

solve geographic problems • 2A: Identify important physical and human features on maps • 3B: Analyze and explain patterns of land use such as distance,

accessibility, and connections • 3D: Describe patterns of migration and diffusion •

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Skills/ Benchmarks (New Jersey Student Learning History Standards)

• 6.2.12.B.5.c: Determine the impact of migration on the way of life (e.g., social, economic, and political structures) in countries of origin and in adopted countries

• 6.2.12.B.5.e: Assess the role of boundary disputes and limited natural resources as a source of conflict

• 6.2.12.B.6.a: Determine the global impact of increased population growth, migration, and changes in urban-rural populations on natural resources and land use

Skills/ Benchmarks (New Jersey Student Learning English Standards)

Reading

• NJSLSA.R1: Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• NJSLSA.R4: Interpret words and phrases as they are used in a text, including determining technical, conative, and figurative meanings, and analyze how specific word choices shape meaning or tone

• NJSLSA.R7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitively, as well as in words

Writing

• NJSLSA.W2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content

• NJSLSA.W8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism

Materials and Resources

• Zombie-Based Geography: “Outbreak” • PowerPoint presentations • Internet research • Markers/crayons/colored pencils

Notes • Hunter, David. Zombie-Based Geography. Outbreak, Project 1: Mapping the Outbreak. www.TeacherInteract.com. 2013. (pages 21-84)

http://www.TeacherInteract.com

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Unit of Study: Mapping Safe and Unsafe Regions

Big Idea/Rationale Students will show their ability to create regions and display regions on a map. Along the way, they will learn how we use regions and the different types of regions.

Enduring Understanding (Mastery Objective)

• Understand and define region • Understand why we use regions • Identify the type of regions based on an example • Understand how to define criteria for regions based on the different types of

regions • Use data to define regions • Understand how to create a region from data • Evaluate the purpose of a map or regions based on different data • Understand how to display region information on a map • Clearly display regions on a blank map


• What is a region? • How do we use regions? • How does a region help to organize, simplify, or understand the world or the

surrounding area? • What regions could you make of Bogota? • How would you decide where a region covers? • What data do we have for the zombie attacks? • How can you show regions on a map?


• Different types of regions • Reasons to use regions • Creating regions • Choosing criteria


• 1.2.B: Construct maps using data acquired from a variety of sources and in various formats (e.g., digital databases, text, tables, images)

• 5.1.A: Identify the criteria used to define a region • 5.1.A: Identify and explain the criteria used to define formal, functional, and

perceptual regions




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Reading




Writing





Notes • Hunter, David. Zombie-Based Geography. “Outbreak”, Project 2: Mapping Safe and Unsafe Regions. www.TeacherInteract.com. 2013. (pages 85-135)


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Unit of Study: Mental Maps in the Zombie Outbreak

Big Idea/Rationale Students will show their ability to create a mental map (drawn from memory) and learn the skills to practice mental mapping the world. Along the way, they will learn what mental maps are and why mental maps are important for geographic thinking.


• Understand what a mental map is • Define what a mental map is and provide an example • Examine the important role of mental maps • Describe why mental maps are important • Understand how to practice and improve mental mapping with steps • Draw a mental map of the world and your neighborhood


• What is a mental map? • Based on the name, what do you think it is? • Why are mental maps important? • How can you practice mental mapping? • What would help you understand or get a better picture of the world? • What do you need in order to get better at mental mapping the world? • What places in your neighborhood would you go to in a zombie outbreak?


• Mental maps • Importance of mental maps • Mental mapping memory game • Mental mapping the globe


• 2: How to use mental maps to organize information about people, places, and environments in a spatial context

• 2.2.A: Identify from memory with increasing detail and accuracy mental maps of a place or region

• 2.3.A: Identify from memory and describe locations and patterns of places and regions to answer geographic questions




Reading




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Writing





Notes • Hunter, David. Zombie-Based Geography. “Outbreak”, Project 3: Mental Maps in the Zombie Outbreak. www.TeacherInteract.com. 2013. (pages 137-161)


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Unit of Study: Surviving the Physical Environment

Big Idea/Rationale Students will understand the physical characteristics of locations. Along the way, they will learn how these characteristics are formed or influenced as well as how they affect our perceptions. Students also will learn about human-environment interaction.


• Define what physical characteristics are • Identify basic landforms and climate • Identify patterns of landforms • Understand how landforms are created • Identify and describe patterns of major global landforms on a map • Identify patterns in climate • Predict climate based on other geographic features • Describe how physical characteristics change over time • Explain how a particular location might change over time • Examine the annual patterns that are a result of Earth-Sun relationships • Understand seasons on Earth • Understand how humans impact the environment • Understand how the environment influences humans • Provide examples how humans adapt, depend, and modify the places they live • Identify the opportunities and constraints that come from various physical

environments • Consider locations to settle in a zombie apocalypse • Identify how people modify the environment • Provide example of how people modify the environment • Describe the types, causes, and characteristics of environmental hazards • Research the hazards associated with a location • Recognize historical events that were influenced by what people thought of

environments


• What are physical characteristics of Earth? • Are there any patterns of landforms on Earth? • What patterns do you see, and why do you think the patterns are there? • How could you guess the climate of a location? • How do locations, including Bogota, physically change over time? • How is the Earth affected by the Sun? • How does the Sun affect different locations on Earth? • How do humans interact with the environment? • What opportunities do environments provide for people? • What constraints do physical environments place on people? • How do we adapt to the environment? • What aspects of the physical environment do we depend on? • What kind of environment would offer the best opportunities in a zombie outbreak? • How do people modify or change the environment around them? • What concern do you have about environment modification? • How do natural hazards impact people? • What contributes to or causes these natural disasters? • How have people’s views of the environment changed over the past 100 years?

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• Types of landforms • Types of climate • Landform patterns • Climate patterns • Physical changes • Earth-Sun relationship • Human-environment interaction • Opportunity and constraints of locations • Environment modification • Natural hazards • Changing perceptions of locations


• 4.2.A: Explain the ways that physical processes change places • 7.1.A: Identify and describe patterns in the environment that result from the

interaction of Earth’s physical processes • 7.1.B: Analyze and explain patterns of physical features resulting from

the interactions of Earth’s physical processes • 7.2.A: Explain how Earth-Sun relationships drive physical processes and

create annual patterns on Earth • 15.1.A: Explain how the characteristics of different physical

environments offer opportunities for human activities • 15.1.B: Explain how the characteristics of different physical

environments place constraints on human activities • 15.2.A-B: Describe and explain the types, causes, and characteristics of

environmental hazards • 17.3.A: Explain how historical events were influenced by people’s

perceptions of people, places, regions, and environments



• 6.2.12.C.6.b: Compare and contrast demographic trends in industrialized and developing nations, and evaluate the potential impact of these trends on the economy, political stability, and use of resources

• 6.2.12.c.6.d: Determine the availability of scientific, technological, and medical advances impacts the quality of life in different countries


Reading




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Writing




• Zombie-Based Geography: “Survival” • PowerPoint presentations • Internet research • Markers/crayons/colored pencils

Notes • Hunter, David. Zombie-Based Geography. “Survival”, Project 4: Mental Maps in the Zombie Outbreak. www.TeacherInteract.com. 2013. (pages 1-94)


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Unit of Study: Natural Resources for Survival

Big Idea/Rationale Students will understand natural resources. Along the way, they will learn the different types of natural resources, how they are formed, used, and where they are located, and the advantages of locations with many resources.


• Understand the definition and examples of resources • Understand the different types of resources • Explain and provide an example of renewable, non-renewable, and flow resources • Understand how different cultures use different resources • Examine physical conditions needed to produce renewable, non-renewable, and

flow resources • Identify on a world map where major resources come from • Evaluate locations based on resources


• What are resources, and what are some examples of them? • What are the differences between renewable, non-renewable, and flow resources? • How are resources different in various cultures? • What conditions are needed to produce resources? • Where are resources located? • What resources are located in Bergen County? • What would be a good location for electronics factories? • What resources would you want to have during the zombie apocalypse?


• Types of resources • Renewable, non-renewable, and flow resources • Cultural uses of resources • Processes that lead to resources • Locations of major resources • Advantages of locations based on resources


• 11.2.A: Compare and explain the advantages of one location over another in the access to factors of production

• 16: The changes that occur in the meaning, use, distribution, and importance of resources

• 16.1.A: Describe examples of how cultures differ in their definition and use of resources

• 16.2.A: Describe the physical processes that influence the formation and therefore spatial distribution of renewable, non-renewable, and flow resources

• 16.2.B: Explain the location and used of major resources in the world





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Reading




Writing





Notes • Hunter, David. Zombie-Based Geography. “Survival”, Project 5: Natural Resources for Survival. www.TeacherInteract.com. 2013. (pages 95-133)


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Unit of Study: Zombie and Human Migration Patterns

Big Idea/Rationale Students will understand migration. Along the way, they learn the different types of migration, push and pull factors, centers of population, and how to apply this thinking to a region. Enduring

Understanding (Mastery Objective)

• Understand where people are in relation to each other • Identify large areas of people on a world map • Understand why people are where they are • Explain why people live in some places and not others • Understand the different types of migration • Explain and provide examples of the different types of migration • Describe and provide examples of push and pull factors of migration • Examine the makeup of a region based on size, push and pull factors, and types of

migration


• What are some of the most populated places in the world? • Why do some places have a higher population density than others? • What do settlements need and want in order to survive? • At what point would you stop moving during a zombie apocalypse? • What is migration? • What are some different types of migration? • Why do people move? • How can you apply settlement geography to a region?


• Migration • Centers of population • Identifying influences on population centers • Different types of migration • Push and pull factors of human migration • Settlement geography


• 3.1.A: Describe the spatial organization of people, places, and environments using spatial concepts

• 3.2.A: Describe and compare the processes that influence the distribution of human and physical phenomena

• 9.2.A: Identify and describe the types of migration in terms of time, distance, and cause

• 9.3.B: Identify and explain the push and pull factors influencing decision to migrate

• 12.3.A: Compare and explain the location, number, and sizes of settlements in regions





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Reading




Writing





Notes • Hunter, David. Zombie-Based Geography. “Survival”, Project 6: Zombie and Human Migration Patterns. www.TeacherInteract.com. 2013. (pages 135-163)


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Unit of Study: Planning Safer Settlements

Big Idea/Rationale Students will understand the functions and patterns of settlement. Along the way, they learn about analyzing mental maps, types of perception, urban land use, types of boundaries, boundary conflict, and extending the use of resources.


• Analyze mental maps to identify a person’s spatial understanding, perceptions, and preferences

• Explain and provide examples of the experiences (indirect and direct) that influence their perceptions of a place

• Examine how typical functions of settlements contribute to their success or failure • Describe the spatial patterns of land use in urban areas • Explain activities that attract people and boost the success of a settlement • Describe physical and human-made boundaries • Analyze how territorial conflicts erupt over resources, land use, and ethnic/national

identities • Explain how a resource is renewable and how it can be used sustainably • Examine how technology can prolong the use of nonrenewable energy


• What can you tell about someone’s ideas based on their mental map? • What are all of the things that influence the way you think of a location? • What are your perceptions of a place you want to visit? • What makes settlements a success or a failure? • How are cities designed and planned? • If a city is not designed or planned, how is it laid out? • What elements are found in Bergen County that would make for a successful

settlement during a zombie apocalypse? • What city would you like to live in? What does it have that you like? • Are any elements that would be found in a good zombie apocalypse settlement be

part of a successful city? • Are any of these elements part of successful cities from history? • What types of boundaries are there? • How were the New Jersey boundaries formed? Have they changed? • What are some boundary issues that countries might fight over? • Why is there conflict over resources? • How can a resource be renewable? • How can a renewable resource be used sustainably? • How can technology help conserve nonrenewable resources? • What technology would you want to get access to first in a zombie apocalypse

settlement? • How can you get this technology? Would you run out?


• Understanding people’s thoughts through mental maps • Direct and indirect perceptions • Settlement functions for success and failure • Urban land use patterns • Favorable activities in settlements • Types of boundaries • Boundary conflict

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• Maintaining renewable resources • Technology and renewable resources


• 2.4.A: Compare the mental maps of individuals to identify common factors that influence spatial understanding, perceptions, and preferences

• 6.1.A: Describe examples of how perceptions of places and regions are based on direct experiences (e.g., living in a place, travel) and indirect experiences (e.g., media, books, family, and friends)

• 12.1.A: Describe the typical functions of settlements and explain how they might influence the success or failure of a settlement

• 12.2.A: Explain the human activities in favorable locations that attracted people and resulted in the development of settlements

• 12.4.A: Describe and analyze the spatial patterns of land use in cities • 13.1.A: Explain the types of boundaries based on physical and human characteristics • 13.3.A: Explain how conflicting territorial claims can erupt over resources, land use,

and ethnic and national identities • 16.3.A: Explain how renewable resources can be continuously replenished through

sustainable use • 16.3.B: Explain how humans can use technology to prolong the supply of

nonrenewable resources and utilize flow resources







Reading




Writing



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• Zombie-Based Geography: “Resettlement” • PowerPoint presentations • Internet research • Markers/crayons/colored pencils

Notes • Hunter, David. Zombie-Based Geography. “Resettlement”, Project 7: Planning Safer Settlements. www.TeacherInteract.com. 2013. (pages 1-56)


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Unit of Study: Human-Environment Impact

Big Idea/Rationale Students will understand the human impact on the environment. Along the way, they will learn about the role of technology in impacting the environment, long distance impacts, and negative and positive impacts made by humans.


• Describe how humans and zombies modify the environment • Examine how humans in one place can affect the physical environment of another

place • Explain how technology has expanded the scale of humans’ effect on the

environment • Describe and provide examples of positive consequences of humans modifying the

environment


• How would the zombie apocalypse affect the environment? • After the zombie outbreak, how would people modify, adapt, and/or depend on the

environment? • What human activities affect the environment? • How would your settlement affect the environment, long and close distance? • How has technology increased humans’ effect on the environment? • What do we have to consider when developing new technologies? • What are positive ways humans affect the environment?


• Human-environment interaction (HEI) • Long distance HEI • Technology increases effects on the environment • Positive human impact on the environment


• 14.1.A: Describe and explain how human-induced changes in one place can affect the physical environment in other places

• 14.2.A: Describe and explain the way sin which technology has expanded the scale of human modification of the physical environment

• 14.3.A: Analyze the positive and negative consequences of humans changing the physical environment






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Notes • Hunter, David. Zombie-Based Geography. “Resettlement”, Project 8: Human-Environment Impact. www.TeacherInteract.com. 2013. (pages 57-77)


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Unit of Study: Predictive Geography—Ecosystems, Demographics, and Historical Models

Big Idea/Rationale Students will understand ecosystems, be able to compare populations and demographics,

and use history to predict future geographic issues.


• Describe ecosystems, their components, and complex systems • Identify and examine concepts of demographics • Compare and contrast demographics between locations • Identify and analyze changes in population • Explain how population and population density change • Compare population density between countries • Identify and examine historical geographic influences • Analyze the expansion of historical settlements • Describe how settlements in history grew


• What has changed and how do I plan for the future? • What consists of an ecosystem? • How is food connected in an ecosystem? • What groups are within populations? • What do you think the birth and death rates are for the country we live in? • How do these compare to countries around the world? • What do these rates tell you about our country and how we live? • What can you tell about a location based solely on its demographics? • How and why does the population change? • How does the population density of our country compare to other countries? • How have geographical features played a major impact on history? • What encourages the populations of settlements to expand and gain more territory?


• Components in an ecosystem • Food webs in ecosystems • Population demographics • Comparing demographics • Population change • Comparing population density • Geography vs. history • Expansion of settlements


• 8.1.A: Describe how the components of ecosystems are connected and contribute to the energy of their own cycles.

• 8.1.B: Construct a model to explain how an ecosystem works. • 9.1.A: Describe and explain the demographic concepts of fertility and mortality,

crude birth and death rates, natural increase and doubling time, race, and ethnicity. • 9.1.B: Compare the structures of populations in different places through the use of

key demographic concepts. • 9.2.A: Explain the concepts of population distribution and density and how they

change over time. • 9.2.B: Analyze and explain the variations of population distribution on national and

global scales.

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• 17.1.A: Analyze and explain the influence of the geographic context on historical events.

• 17.2.A: Describe and explain changes in the geographic characteristics and spatial organizations of places, regions, and environments in the past





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Notes • Hunter, David. Zombie-Based Geography. “Resettlement”, Project 9: Predictive Geography—Ecosystems, Demographics, & Historical Models. www.TeacherInteract.com. 2013. (pages 78-124)


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Unit of Study: Cultural Geography After the Apocalypse

Big Idea/Rationale Students will understand ecosystems, be able to compare populations and demographics, and use history to predict future geographic issues.


• Describe what cultural characteristics are and how to compare them • Examine cultural landscape or physical expressions of culture • Compare cultural landscapes • Analyze and track cultural diffusion • Identify and describe current issues that are related to geographic concepts • Examine geographic planning • Analyze consequences of not planning • Understand and identify the influence of perception on our choices and planning


• What is culture, and how do we show it? • What is a cultural landscape? • What is the cultural landscape of our community? • What cultures does it represent? • How do cultural characteristics spread? • How does popularity of a musical genre diffuse or spread? • What issues do we currently face that are connected to geography? • What role does geography play in planning for the future? • What would be a future plan for our school? • What would happen if people did not plan for problems? • What geographic issues would get worse? • What plans or choices do you have to make for your future? • How does perception influence how you plan?


• Cultural characteristics • Cultural landscape • Comparing cultural landscape • Cultural diffusion • Current geographic issues • Geography and planning • Unsolved geographic problems • Perceptions of the future


• 10.1.A: Compare the cultural characteristics of different cultures • 10.2.A: Explain how a cultural landscape is the physical expression of a culture • 10.2.B: Compare different cultural landscapes • 10.3.A: Describe and explain the processes of cultural diffusion • 18.1.A: Describe and analyze the influences of geographic contexts on current events

and issues • 18.1.B: Describe and analyze the influences of geographic contexts on the processes

of planning for the future • 18.2.A: Describe and explain current changes in the geographic characteristics and

spatial organizations of places, regions, and environments and predict how they may be different in the future

• 18.3.A: Explain the role perception plays in planning for the present and the future

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Reading




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Notes • Hunter, David. Zombie-Based Geography. “Resettlement”, Project 10: Cultural Geography After the Apocalypse. www.TeacherInteract.com. 2013. (pages 125-165)


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21st Century Life and Career Skills Career Ready Practices: All educators in all content areas should develop the following in their students:

CRP1 Act as a responsible and contributing citizen and employee. CRP2 Apply appropriate academic and technical skills. CRP3 Attend to personal health and financial well-being. CRP4 Communicate clearly and effectively and with reason. CRP5 Consider the environmental, social and economic impacts of decisions. CRP6 Demonstrate creativity and innovation. CRP7 Employ valid and reliable research strategies. CRP8 Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 Model integrity, ethical leadership and effective management. CRP10 Plan education and career paths aligned to personal goals. CRP11 Use technology to enhance productivity. CRP12 Work productively in teams while using cultural global competence.

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SCOPE AND SEQUENCE

September • Pre-Course Assessment (2 days)

• Project 1: Mapping the Outbreak (5 weeks)

October • Project 2: Mapping Safe and Unsafe Regions (4 weeks)

November • Project 3: Mental Maps in the Zombie Outbreak (2 weeks)

December • Project 4: Surviving the Physical Environment (5 weeks)

January • Project 5: Natural Resources for Survival (4 weeks)

• Benchmark/Mid-Year Assessment (2 days)

February • Project 6: Zombie and Human Migration Patterns (4 weeks)

March • Project 7: Planning Safer Settlements (4 weeks)

April • Project 8: Human-Environment Impact (3 weeks)

• End of Year Assessment (2 days)

May • Project 9: Predictive Geography—Ecosystems, Demographics, and Historical Models

(4 weeks)

June • Project 10: Cultural Geography After the Apocalypse (3 weeks)

• Final Exam (3 days)

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PROGRAM MODIFICATIONS & ADAPATIONS

Modifications/Adaptations for General Education & Special Education Classes This list represents possible accommodation and modifications for students with special needs. Please refer to individual IEPs for student specific accommodations and modifications.

Environment □ Clear Work Area □ Preferential Seating □ Other (specify)_______________________

Material/Books/Equipment

□ Access to computer □ Alternate Text □ Assistive Device: (specify) ___________________________ □ Calculator □ Consumable Workbooks □ Large Print Text □ Manipulatives □ Modified Worksheets □ Spell Check □ Supplementary Visuals □ Tape Recorder □ Other: (specify) ________________________________

Instructional Strategies □ Assign Study Partner □ Check Work in Progress □ Computer Assisted Instruction □ Concrete Examples □ Display Key Vocabulary □ Extra Drill/Practice □ Highlight Key Words □ Immediate Feedback □ Mimed Clues/Gestures □ Modified Content □ Monitor Assignments □ Multi-Sensory Approach □ Number Line □ Oral Reminders □ Personalized Examples □ Pictures/Charts □ Pre-teach Content □ Provide Lecture Notes/Outline □ Provide Models □ Repeat Instructions □ Review Directions □ Review Sessions □ Student Restate Information □ Support Auditory Presentations with Visuals □ Use Manipulatives □ Use Mnemonics □ Use Vocabulary Word Bank □ Visual Reinforcement □ Visual Reminders □ Other: (specify) __________________________________________

Organization □ Assign Partner □ Assignment Pad □ Assistive Device: _________________________________________ □ Daily Assignment List □ Daily Homework List □ Desktop List of Tasks □ Extra Space for Work □ Folders to Hold Work □ Give One Paper at a Time □ List Sequential Steps □ Pencil Box for Tools □ Pocket Folder for Work □ Post Assignments □ Post Routines □ Provide Study Outlines □ Worksheet Format □ Other: (specify) __________________________________________

Tests/Quizzes/Time □ Alternative Tests □ Extra Credit Options □ Extra Response Time □ Extra Time-Projects □ Extra Time-Tests □ Extra Time-Written Work □ Hands-on Projects □ Limited Multiple Choice □ Modified Tests □ Objective Tests □ On Computer □ Oral Testing □ Pace Long Term Projects □ Preview Test Procedures □ Prior Notice of Test □ Reduced Reading □ Rephrase Test Questions/Directions □ Shortened Tasks □ Simplify Test Wording □ Test Read □ Test Study Guides □ Other: ____________________________________________

Grading □ Audit Course □ Base Grade on Ability □ Base Grade on IEP □ Course Credit □ Grade Effort and Work □ Grade Improvement □ Modify Grades □ No Handwriting Penalty □ No Spelling Penalty □ Pass/Fail □ Other: (specify)___________________________

Behavior Management/Support □ Behavior Contract □ Break Between Tasks □ Chart Progress □ Collect Baseline Data □ Contingency Plan □ Cue Expected Behavior □ Daily Feedback to Student □ Parent/Guardian Sign Behavior Chart □ Parent/Guardian Sign Homework □ Positive Reinforcement □ Proximity/Touch Control □ Set/Post Class Rules □ Structure Transitions □ Time Out from Positive Reinforcement □ Other: (specify) __________________________________________

Curriculum Addendum: Social Studies – Zombie Based Geography

Grade Band – High School (Grades 9-12)

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N.J.A.C. 6A:8-3.1 Curriculum and instruction (a) District boards of education shall ensure that curriculum and instruction are designed and delivered in such a way that all students are able to demonstrate the knowledge and skills specified by the CCCS and shall ensure that appropriate instructional adaptations are designed and delivered for students with disabilities, for ELLs, for students enrolled in alternative education programs, and for students who are gifted and talented. District boards of education shall be responsible for developing for all students with disabilities educational programs aligned with the CCCS with appropriate accommodations, instructional adaptations, and/or modifications as determined by the IEP or 504 team. District boards of education shall develop appropriate curricular and instructional modifications used for gifted and talented students indicating content, process, products, and learning environment. District boards of education shall be responsible for developing for ELLs English language assistance programs that are aligned to the CCCS and the English language development standards. District boards of education shall provide the time and resources to develop, review, and enhance interdisciplinary connections, supportive curricula, and instructional tools for helping students acquire required knowledge and skills. The tools include, but are not limited to:

i. A pacing guide; ii. A list of core instructional materials, including various levels of texts at each grade level; iii. Benchmark assessments; and iv. Modifications for special education students, for ELLs in accordance with N.J.A.C. 6A:15, for students at risk of school failure, and for gifted students.



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Content Area Unit Name Elementary, Middle, and High School Social Studies: This curricular addendum provides

educators with clarifications, connections, resources, and adaptations to meet the needs of varied learners, K-12. The NJSLS in Social Studies provide educators with identification of required content, skills, values and dispositions essential to build curricula. This document is an extension to NJSLS, ensuring dynamic, rigorous, and diverse instructional approaches distinct to the social studies are enacted in NJ school districts.

Interdisciplinary Connections (including WIDA standards if applicable)

Social studies encompasses a broad multidisciplinary field within its own academic area, including the teaching of anthropology, civics, economics, geography, history, political science, psychology and sociology. The NJSLS are designed to integrate four core social studies disciplines: civics, economics, geography, and history. These interdisciplinary connections, as a result, are present within the current standards. Interdisciplinary connections in this document expand outside of the distinct field of social studies into: moral/social education; science, mathematics, and technology; and literacy/language arts. Interdisciplinary connections are framed through essential questions to highlight the integration of content/skills inherent to student inquiries in social studies. Topics are bulleted with hyperlinked resources in parenthesis. Moral/social education: What are universal ideas and problems shared across humanity? What does it mean to be a citizen? What are the responsibilities and opportunities for active citizenship? What ideals and actions will enhance my personal development and the development of my various communities?

• Character education (Responsive Classroom, Teaching Tolerance, Facing History and Ourselves) • Global citizenship education - Civics Kids, Teaching Civics, Character.org, Teaching

Tomorrow’s Citizens, Campaign for the Civic Mission of Schools, World Savvy, and Facing History

• Social participation projects - 150 Service Learning Projects, Sci/SS Service Connections.

https://www.responsiveclassroom.org

http://www.splcenter.org/what-we-do/teaching-tolerance

https://www.facinghistory.org

http://constitutioncenter.org/learn/educational-resources/we-the-civics-kids/

http://teachingcivics.org/

http://character.org/key-topics/service-learning/

http://www.greatschools.org/students/academic-skills/162-the-state-of-civic-education-teaching-the-citizens-of-tomorrow.gs

http://www.greatschools.org/students/academic-skills/162-the-state-of-civic-education-teaching-the-citizens-of-tomorrow.gs

http://www.civicmissionofschools.org/

http://www.worldsavvy.org/program-toolkit

https://www.facinghistory.org/for-educators/educator-resources#top

https://www.facinghistory.org/for-educators/educator-resources#top

http://readwriteact.org/files/2013/01/55-Environmental-Service-Learning-Projects.pdf

http://www.epa.gov/osw/education/pdfs/svclearn.pdf



Adopted 29

Science, mathematics, and technology: How are we all connected? How have science and technology changed how we live across time? How can study of data inform my understanding of social, political, and historical phenomena?

• Sustainability and environmental education (NGSS Science, Technology, and Society Appendix; Facing the Future; Project Wild; UNESCO)

• Health and medical education • Analysis of graphic and statistical data (historical, social, political) - Making Connections

through Mapping, and Statistics and Social Sciences

Literacy (narrative, information, argument, and media): How do certain texts inform our understanding of social studies and history? How can social studies be a venue to express and communicate our ideas?

• Reading and writing content units of study (ELA) • Historical fiction - Elem. Thematic Reading Materials, Carter Woodson Book Award

Winners, Notable Social Studies Texts, • Media and information literacy - The DBQ Project, PBS Teaching Media Literacy, National

Associations for Media Literacy Education, • Research writing - Teachers College Reading and Writing Project Reading/Writing Units of

Study, • Argument - Teaching Argumentative Writing •

General Interdisciplinary Resources

College, Career and Civic Life C3 Framework WIDA Standards 2012 Library of Congress

Core Instructional Materials including digital tools

Myriad instructional resources are available to educators to teach social studies with students’ diverse interests and needs in mind. Several resources are already cited in this curriculum addendum. The below lists represents current and prominent instructional resources that are referenced often in classrooms. Digital sources are hyperlinked.

http://www.nextgenscience.org/sites/ngss/files/APPENDIX J_0.pdf

http://www.nextgenscience.org/sites/ngss/files/APPENDIX J_0.pdf

https://www.facingthefuture.org/Home/tabid/54/Default.aspx

http://www.projectwild.org

http://www.unesco.org/education/tlsf/

http://education.nationalgeographic.com/education/map-skills-elementary-students/?ar_a=1

https://nces.ed.gov/fastfacts/

http://www.udel.edu/dssep/histlit/histreadk2.htm

http://www.socialstudies.org/awards/woodson/winners

http://www.socialstudies.org/awards/woodson/winners

http://www.socialstudies.org/notable

http://www.dbqproject.com

http://pbskids.org/dontbuyit/teachersguide.html

http://namle.net/category/resources/

http://namle.net/category/resources/

http://readingandwritingproject.org/resources/units-of-study

http://achievethecore.org/page/503/common-core-argument-opinion-writing-list-pg

http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

https://www.wida.us/standards/eld.aspx

http://memory.loc.gov/ammem/index.html



Adopted 30

Framework for College, Career, and Civic Life (C3): A national framework for planning and teaching social studies curricula. This document should be used as a chief complement to the NJSLS (2014). C3 Teacher Blog and Professional Community National Council for the Social Studies Reading Like an Historian: Stanford History Education Group National Geographic Education Project Citizen National Endowment for the Humanities History/Social Studies Lessons NY Times Learning Network

21st Century Themes and Skills The following content statements can be integrated into any of the adopted Social Studies strands (A. Civics, Government and Human Rights, B. Geography, People and the Environment, C. Economics, Invention, and Technology, D. History, Culture and Perspectives.)

• CRP1. Act as a responsible and contributing citizen and employee. • CRP2. Apply appropriate academic and technical skills. • CRP3. Attend to personal health and financial well-being. • CRP4. Communicate clearly and effectively and with reason. • CRP5. Consider the environmental, social and economic impacts of decisions. • CRP6. Demonstrate creativity and innovation. • CRP7. Employ valid and reliable research strategies. • CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. • CRP9. Model integrity, ethical leadership and effective management.

http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

http://www.c3teachers.org/

http://www.ncss.org/

https://sheg.stanford.edu/rlh

http://education.nationalgeographic.com/education/?ar_a=1

http://civiced.rutgers.edu/projectcitizen.html

http://edsitement.neh.gov/subject/history-social-studies

http://learning.blogs.nytimes.com/category/social-studies/



Adopted 31

• CRP10. Plan education and career paths aligned to personal goals. • CRP11. Use technology to enhance productivity. • CRP12. Work productively in teams while using cultural global competence

8.1 Educational Technology 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming

Social Studies and Technology K-12 Indicators As teaching, learning and curriculum across New Jersey evolves to better meet student needs, teachers when addressing social studies topics are expected to integrate the adopted 8.1 Educational Technology, 8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming, and 21st Century Skills into their classroom practice. To that end, teachers will be expected to apply the following anchor standards into their classroom practice. The following content statements can be integrated into any of the adopted Social Studies strands (A. Civics, Government and Human Rights, B. Geography, People and the Environment, C. Economics, Invention, and Technology, D. History, Culture and Perspectives.) 8.1 Educational Technology

• Understand and use technology systems. • Select and use applications effectively and productively. • Apply existing knowledge to generate new ideas, products, or processes • Create original works as a means of personal or group expression. • Interact, collaborate, and publish with peers, experts, or others by employing a variety of

digital environments and media. • Communicate information and ideas to multiple audiences using a variety of media and

formats. • Develop cultural understanding and global awareness by engaging with learners of other

cultures. • Contribute to project teams to produce original works or solve problems. • Advocate and practice safe, legal, and responsible use of information and technology.



Adopted 32

• Demonstrate personal responsibility for lifelong learning. • Exhibit leadership for digital citizenship. • Plan strategies to guide inquiry. • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety

of sources and media. • Evaluate and select information sources and digital tools based on the appropriateness for

specific tasks. • Process data and report results. • Identify and define authentic problems and significant questions for investigation. • Plan and manage activities to develop a solution or complete a project. • Collect and analyze data to identify solutions and/or make informed decisions. • Use multiple processes and diverse perspectives to explore alternative solutions.

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming The following content statements can be integrated into any of the adopted Social Studies strands (A. Civics, Government and Human Rights, B. Geography, People and the Environment, C. Economics, Invention, and Technology, D. History, Culture and Perspectives.)

• The characteristics and scope of technology. • The core concepts of technology. • The relationships among technologies and the connections between technology and other

fields of study. • The cultural, social, economic and political effects of technology. • The effects of technology on the environment. • The role of society in the development and use of technology. • The influence of technology on history. • The attributes of design. • The application of engineering design. • The role of troubleshooting, research and development, invention and innovation and

experimentation in problem solving.



Adopted 33

• Apply the design process. • Use and maintain technological products and systems • Assess the impact of products and systems • Computational thinking and computer programming as tools used in design and engineering

Pacing Guide The NJSLS in Social Studies have progress indicators that cover clusters of multiple grades. Local

districts, as a result, develop curricular scope and sequence plans that meet their individual community needs while addressing the NJSLS. The NJDOE does not endorse a specific pacing guide at each grade level for this reason. However, individual schools districts must show evidence of creating and following social studies pacing plans that meet the NJSLS.

Assessments Social Studies assessments like other content area assessments should be a natural and ongoing part of the teaching and learning process. The more authentic the assessment process is, the better the chance that students will see the interdisciplinary connections between social studies and other areas of study, as well as the role of social studies in their lives as citizens.

1. What factors should be considered in planning for assessment? • Content mastery (which standards are being assessed) • Analysis of content • Skills development • Connections between and among essential learnings • Connections between the past, present, and the future • Interdisciplinary connections • Diversity in student learning styles and needs • Opportunities for democratic participation

2. How are goals of instruction and assessment related?

• Are the goals for learning actually being assessed? • To what degree are we asking students to extend learning? • Can students transfer their learning to a new situation? • Does the assessment reflect what is valued instructionally? • Does the assessment benefit the learner by informing teaching practices?

http://www.learner.org/workshops/socialstudies/pdf/session7/7.CurrentTrendsAndPractices.pdf

http://www.learner.org/workshops/socialstudies/pdf/session7/7.CurrentTrendsAndPractices.pdf



Adopted 34

• Does the assessment allow for a variety of learners to demonstrate their understanding?

3. What should you consider as you develop criteria for scoring? • How many ways can students demonstrate they have learned the material? • How will students be scored? • How will the needs of a variety of learners be addressed with this assessment? • Does the scoring tool reflect the learning goals?

4. What are the most constructive assessment designs and methods for social studies educators?

• Performance assessment • Authentic assessment • Authentic instruction • Portfolio assessment

Helpful links: Authentic Assessments: Working definitions of AA, Muller Toolbox, NEA Toolbox, 21st Century Assessments, Authentic assessment can include (but are not limited to) the following:

• Observation • Argument and Research Writing • Oral history (Smithsonian) • Discussion, deliberations, and debates (Deliberating in a Democracy) • Performance tasks (UBD description of performance task; Michigan DOE) • Exhibitions and demonstrations • Portfolios • Journals • Self- and peer-evaluation • Project Based Learning (overview) Using PBLs in Social Studies, • Blogs, Vlogs, other Web 2.0 tools to extend beyond classroom walls

http://www.edutopia.org/assessment

https://ec.thecenterweb.org/sites/ec.thecenterweb.org/files/uploads/lp_spring-12_1-6_lr.pdf

http://jfmueller.faculty.noctrl.edu/toolbox/examples/tasks_elementary_socialsciences.htm

http://www.nea.org/tools/lessons/57730.htm

http://www.edutopia.org/comprehensive-assessment-introduction

http://www.edutopia.org/comprehensive-assessment-introduction

http://www.folklife.si.edu/education_exhibits/cultural.aspx

http://www.dda.deliberating.org/index.php?option=com_content&view=section&layout=blog&id=5&Itemid=37&lang=en

http://www.learner.org/workshops/socialstudies/pdf/session7/7.PerformanceAssessment.pdf

https://www.michigan.gov/documents/MI_Auth_12350_7.AssmtMan.pdf

http://bie.org/for/beginners

http://www.socialstudiescentral.com/content/problem-solution-pbl-social-studies



Adopted 35

• Virtual Field Trips - (article) • Performance Based Assessments Clearinghouse

Teachers College Reading and Writing Performance Assessments

Differentiation/Modifications

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics: prior knowledge, cognitive level, learning style, motivation, strength or interest and various curriculum components: Nature of the objective, teaching activities, learning activities, resources and products. This broad notion applies to learners from a diverse range of abilities, including: Gifted and Talented, English Language Learners, Students with Disabilities, and Students at Risk of School Failure. The social studies is a field of education that provides educators with a wealth of opportunities for differentiation, but also real challenges of meeting the needs of diverse learners. This addendum reveals pathways for social studies differentiation specific to four distinct student populations. Teachers can differentiate ● Content: What we teach and how we give students access to the information and ideas that matter ● Process: How students come to understand and “own” the knowledge, understanding, and skills essential to a topic ● Product: How a student demonstrates what he or she has come to know, understand and be able to do as a result of a segment of study

According to students’ ● Readiness-The current knowledge, understanding, and skill level a student has related to a particular sequence of learning ● Interest-What a student enjoys learning about, thinking about, and doing ● Learning Style-A student’s preferred mode of learning. It is influenced by learning style, intelligence preference, gender and culture

The NJ Social Studies Framework http://www.state.nj.us/education/archive/frameworks/socialstudies/chapter4.pdf contains an in-depth overview for meeting the needs of diverse learners in Social Studies. Many of these content specific suggestions are classroom ready. Note: The Standard notations in this framework document are not according to the 2014 Social Studies Standards.

Gifted and Talented (content, process, product and learning environment)

English Language Learners Students with Disabilities (appropriate accommodations, instructional adaptations, and/or modifications as determined by the IEP or 504 team)

Students at Risk of School Failure

N.J.A.C. 6A:8-3.1 Curriculum

The purpose of adapting content

Instructional adaptations for

Districts are required to administer

http://www.learnnc.org/lp/pages/6261

http://www.socialstudies.org/resources/assessment

http://readingandwritingproject.org/resources/assessments/reading-writing-assessments

http://www.state.nj.us/education/archive/frameworks/socialstudies/chapter4.pdf



Adopted 36

and instruction District boards of education shall develop appropriate curricular and instructional modifications used for gifted and talented students indicating content, process, products, and learning environment.

Sample Differentiation Strategies and Techniques that apply to Social Studies ● Learning Agendas/Contracts

A learning contract is an agreement established between a student and the teacher; it sometimes involves the student’s parents. The contract specifies concrete learning and/or behavioral objectives for the student that all parties agree need to be achieved. The contract also specifies:

● The goals of the contract ● The obligations of each

party to the contract ● The time frame within

which the terms of the learning contract are to be fulfilled

lessons for LEP students is to lower the language barrier and make the English used in such lessons as comprehensible as possible. In social studies, LEP students’ capacity to learn can be greatly inhibited by the academic vocabulary and, sometimes, lack of cultural experience living in the United States for short periods of time. Every student deserves an education that culturally relevant and meaningful to his/her present and future lives. Social studies is the prime location for culturally-relevant pedagogy. Educators provide various grouping strategies such as flexible grouping and/or paired learning being sensitive to the language proficiency level of the LEP students. A student’s capacity to become fluent in English will be greatly enhanced by activities in oral and written language that connect one’s own life in meaningful and engaging ways. Instructional Supports: Hands-on materials

• Bilingual dictionaries

students with disabilities include, but are not limited to, the below approaches. These general suggestions are particularly resonant with students in social studies classroom settings, grades K-12. The primary aim of social studies education is cultivating active and informed citizens. For students with disabilities, self-determination and interdependence are two core principles of citizenship education that applies directly to their educational needs and interests. Student Motivation – Expanding student motivation to learn content in social studies can occur through: activity choice, appeal to diverse learning styles, choice to work with others or alone, hands-on activities, and multimodal activities. Instructional Presentations – The primary purpose of these adaptations is to provide special education students with teacher-initiated and teacher-directed interventions that prepare students for learning and engage students in

grade level benchmark and/or interim assessments in Social Studies. After each administration, districts should analyze the data to identify which students are at-risk in this content area. Any of the strategies outlined in the other differentiation/modification categories may be used to address the needs of these students who are at-risk.



Adopted 37

● The basis on which it will be determined that the conditions of the contract were met

Sample Resource http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/learning%20contracts.html

● Anchor Activities: Self-

directed specified ongoing activities in which students work independently

Sample Resource

http://www.rec4.com/filestore/REC4_AnchorActivityPacket_080513.pdf ● Curriculum Compacting:

Curriculum Compacting is an instruction technique that is specifically designed to make appropriate curricular adjustments for students in any curricular area and at any grade level. Essentially, the procedure involves (1) defining the goals and outcomes of a particular unit or segment of instruction,

• Visual aids • Teacher made adaptations,

outlines, study guides • Varied leveled texts of the

same content Please refer to the following link-http://www.state.nj.us/education/modelcurriculum/ela/ELLSupport.pdf as mentioned on the NJDOE website. Preparing students for the lesson:

1. Building Background Information through brainstorming, semantic webbing, use of visual aids and other comprehension strategies.

2. Simplifying Language for Presentation by using speech that is appropriate to students’ language proficiency level. Avoid jargon and idiomatic speech.

3. Developing Content Area Vocabulary through the use of word walls and labeling classroom objects. Students encounter new

the learning process (Instructional Preparation); structure and organize information to aid comprehension and recall (Instructional Prompts); and foster understanding of new concepts and processes (Instructional Application) e.g. relating to personal experiences, advance organizers, pre-teaching vocabulary and/or strategies; visual demonstrations, illustrations, models. Instructional Monitoring – Social studies instruction should include opportunities for students to engage in goal setting, work with rubrics and checklists, reward systems, conferences. Classroom Organization – The primary purpose of these classroom organization adaptations is to maximize student attention, participation, independence, mobility, and comfort; to promote peer and adult communication and interaction; and to provide accessibility to information, materials, and equipment.

http://www.educ.ualberta.ca/staff/olenka.bilash/best of bilash/learning contracts.html



http://www.rec4.com/filestore/REC4_AnchorActivityPacket_080513.pdf





Adopted 38

(2) determining and documenting which students have already mastered most or all of a specified set of learning outcomes, and (3) providing replacement strategies for material already mastered through the use of instructional options that enable a more challenging and productive use of the student’s time.

Sample resource:

http://www.gifted.uconn.edu/sem/semart08.html

● RAFT Assignments:

RAFT is an acronym for a structured technique used to guide student writing. RAFT assignments are used to demonstrate a student’s knowledge using a defined point of view. This strategy requires students to write using an assigned format to an audience other than the teacher.

Sample resource:

http://www.michigan.gov/documents/mde/SSWAC_225020_7.pdf p. 18

academic vocabulary in social studies, particularly when studying the disciplines of history, civics, economics, and geography.

4. 4.Concept Development-Students will be learning about rights and duties, voting, public issues, revolutions, the environment, and many new concepts. Enduring understanding requires thorough and contextualized study of these subjects across grades and courses in social studies.

5. Giving Directions-Stated clearly and distinctly and delivered in both written and oral forms to ensure that LEP students understand the task. In addition, students should be provided with/or have access to directional words such as: circle, write, draw, cut, underline, etc.

Presenting the Lesson:

Student Response – The primary purpose of student performance responses is to provide students with disabilities a means of demonstrating progress toward the lesson objectives related to the Social Studies Framework activities. Please refer to NJ Social Studies Curriculum Frameworks referenced above.



http://www.michigan.gov/documents/mde/SSWAC_225020_7.pdf

http://www.michigan.gov/documents/mde/SSWAC_225020_7.pdf



Adopted 39

● Flexible grouping:

Flexible grouping is a range of grouping students together for delivering instruction. This can be as a whole class, a small group, or with a partner. Flexible grouping creates temporary groups that can last an hour, a week, or even a month.

Sample resource:

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy ● Jigsaw Activities

Jigsaw is a strategy that emphasizes cooperative learning by providing students an opportunity to actively help each other build comprehension. Use this technique to assign students to reading groups composed of varying skill levels. Each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team.

• Use multiple strategies and varied instructional tools to increase the opportunities for students to develop meaningful connections between content and the language used in instruction.

• Provide students with opportunities to express new knowledge and learning using written, verbal, and non-verbal communication.

• Provide students with opportunities to participate in numerous social studies discussions to increase ELLs competency and confidence in verbal discourse; frame classroom conversations on subjects of interest and cultural relevance.

• Utilize a “reverse chronology” approach to teaching history/social studies to even opportunities for students with and without vast cultural knowledge and

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy





Adopted 40

Sample resource:

http://www.adlit.org/strategies/22371/

● Depth and Complexity of

Curriculum-Dr. Sandra Kaplan

Sample resource: http://img.docstoccdn.com/thumb/orig/119636316.png ● Graphic Organizers

● Extension Menus:

Students select from a set of possible assignments (3 to 9 choices is common). Students may be required to select more than one choice. Choices offer differentiated objectives. Choices are often grouped by complexity of thinking skill. Activities are independent so students have freedom as well as responsibility. A variety of options enable students to

make study of the social studies more meaningful.

Sample Resources: CanDo Descriptors - https://www.wida.us/standards/CAN_DOs/ Colorin Colorado - http://www.colorincolorado.org/educators/ WIDA – https://www.wida.us/



http://img.docstoccdn.com/thumb/orig/119636316.png

http://img.docstoccdn.com/thumb/orig/119636316.png

http://www.byrdseed.com/four-ways-to-differentiate-objectives

https://www.wida.us/standards/CAN_DOs/

https://www.wida.us/standards/CAN_DOs/

http://www.colorincolorado.org/educators/

http://www.colorincolorado.org/educators/

https://www.wida.us/



Adopted 41

work in the mode that most interests them.

Sample resource: K-5 http://gilbertps.schoolwires.net/cms/lib3/AZ01001722/Centricity/Domain/809/Teaching%20Gifted%20Book%20of%20Forms.pdf Sample See p. 13

Gr 6-12 http://www.chatt.hdsb.ca/~pattersonka/FOV1-000D4965/FOV1-000FF699/DCGL.pdf Sample p. 43

● Advanced Discussion

Techniques ● Questioning Strategies

http://gilbertps.schoolwires.net/cms/lib3/AZ01001722/Centricity/Domain/809/Teaching Gifted Book of Forms.pdf




http://www.chatt.hdsb.ca/~pattersonka/FOV1-000D4965/FOV1-000FF699/DCGL.pdf



BOGOTA PUBLIC SCHOOLS · 2017-01-24 · Adopted 6 Grade: 9 - 12 Subject: Zombie-Based Geography...

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Transcript of BOGOTA PUBLIC SCHOOLS · 2017-01-24 · Adopted 6 Grade: 9 - 12 Subject: Zombie-Based Geography...