29.+CSO+Alignment+21st+Century+Skills


 * Content Standards & Objectives: **
 * **Objectives Directly Taught or Learned Through Discovery ** || **Identified Learning Targets ** || **Evidence of Success in Achieving Identified **
 * Learning Target ** ||
 * **SS.O.9.3.1: ** examine and illustrate the trade patterns of regions of the world across time and explain their significance to the evolution of global economics.


 * SS.O.9.3.2: ** evaluate the role of exchange/trade systems in the development of economic systems in societies worldwide.


 * SS.O.09.04.03: ** explain how the location of world resources influenced economic development and the global economy.  || Use information to interpret trade patterns.

Explain what the global economy is.

Explain what trade pattern is.

Understand exchange and trade.

Explain economic systems.

Explain economic development.

Explain the significance of resource location.

Explain how resources influenced trade. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Groups will examine maps, charts, tables of a variety of time periods in history. Individual Reflection Journal Entries PBL Observation Evaluation Knowledge Chart (KWHL Chart)

Students will explain what the global economy is. Individual Reflection Journal Entries Knowledge Charts (KWHL Chart) Culminating Product Rubric

Students will describe in writing or in illustrations trade patterns over time. Individual Reflection Journal Entries Knowledge Charts (KWHL Chart) Culminating Product Rubric

Groups will brainstorm and explore various economic systems throughout world history. Individual Reflection Journal Entries PBL Observation Evaluation

Students will compare economic systems throughout world history. Individual Reflection Journal Entries PBL Observation Evaluation

Groups will explore how some economies have been successful and why some haven’t been. Knowledge Chart (KWHL Chart) Culminating Product Rubric PBL Observation Evaluation

Groups will brainstorm how resources have driven transportation and trade. Knowledge Chart (KWHL Chart) Culminating Product Rubric PBL Observation Evaluation

Groups will predict how resources will influence trade in the future. Knowledge Chart (KWHL Chart) Presentation guided by the Culminating Product Rubric PBL Observation Evaluation || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; text-align: center;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Evidence of Success ** || Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">21st Century Skills: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">21st Century Skills ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Learning Skills & **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Tools **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teaching Strategies **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Information and **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Communication ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">21C.O.9-12.1.TT4: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Student uses technology tools and multiple media sources to analyze a real-world problem, design and implement a process to assess the information, and chart and evaluate progress toward the solution. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Show examples of model products that have been produced using Movie Maker, PowerPoint, Webpage editors, or other multimedia programs.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">21C.O.9-12.2.TT4: **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

Show students how to use concept mapping software using the KWHL Chart (link).

Model for students the proper use of project checklists and the PBL Process. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Groups will build a presentation utilizing technology tools that will showcase their product to multiple audiences. Culminating Product Rubric (link) PBL Observation Evaluation (link)

Groups will research and assess information gathered through technology tools. Culminating Product Rubric (link) Knowledge Chart (KWHL Chart) Cover Sheet Project Checklist (link) PBL Observation Evaluation (link) || Student evaluates and applies technology tools for research, information analysis, problem solving, content learning, decision making, and lifelong learning.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Thinking and Reasoning Skills ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">21C.O.9-12.3.TT6 **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

Student engages in a critical thinking process that supports synthesis and conducts evaluation using complex criteria. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Work with students on Rules for Brainstorming (link) and discussing with them about the importance of gathering information.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">21C.O.9-12.2.LS1 **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

Go over with students the importance of developing rich questions with the coaching student questioning document as the teacher guide.

Go over with students the PBL Process Guide (link), emphasizing the process is more important the product initially. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Groups will brainstorm the meaning of information gathered in utilizing critical thinking skills. Culminating Product Rubric (link) PBL Observation Evaluation (link)

Students will practice questioning strategies that encourage exploration of content. Culminating Product Rubric (link) PBL Observation Evaluation (link) KWHL Chart (link)

Students will use the Problem-Based Learning Process to explore and evaluate solutions to a complex problem. Culminating Product Rubric (link) Cover Sheet Project Checklist (link) PBL Observation Evaluation (link) || Student exhibits positive leadership through interpersonal and problem-solving skills that contribute to achieving the goal. He/she helps others stay focused, distributes tasks and responsibilities effectively, and monitors group progress toward the goal without undermining the efforts of others. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Review the PBL Observation Checklist (link) as a tool for students to construct contracts based on what the teacher will be assessing during the group meetings. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will assign roles in their group and develop group contracts. Culminating Product Rubric (link) PBL Observation Evaluation (link) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Personal and Workplace Skills ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">21C.O.9-12.3.LS5 **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">