SOCIAL STUDIES
Pamela Martin

Layered Curriculum 

      The goal of the layered curriculum is to let all students have an equal chance to learn.  This approach allows the teacher to consider each student’s strengths and needs, as well as providing for an individualized learning plan for every student. 

      Layered curriculum is based on research on how the brain learns.  First, it takes into account the biology of the brain. 

      In school, the two most critical parts of the brain are the cortex and the hypothalamus.  The cortex is the top, thin layer; it stores most of our learning.  This is the “goal line” for classroom instruction.  However, it is necessary to navigate through more primitive layers to get to the cortex. 

      One of those layers is the hypothalamus.  It controls some of the most basic emotions and responses—anger, fear, hunger, thirst, fight-or-flight response, and body temperature.  It reacts first in any situation the brain perceives as threatening.  When the hypothalamus is engaged, the cortex is basically ignored. (Think about how illogical or unreasonable the behavior of an extremely frightened or angry person may become.) 

      Another factor in brain biology and learning is that firing neuron pathways becomes easier the more often it is done.  Satisfying the primitive areas allows for more frequent firing of neuron pathways to the cortex. 

      One way of satisfying the hypothalamus is through control, which can be given to students through choices.  Thus, layered curriculum allows students to choose how they pursue learning. 

      Another part of the brain research that is part of this style is called “multiple intelligences.”  As many as ten different ways of “knowing” (and showing) have been identified.  Layered curriculum includes various modalities (methods) of exploring new ideas and displaying the acquired knowledge. 

      Units are divided into three layers.  While working on “C” layer activities, you will gather the basic facts, skills, and understanding of the unit’s topic.  In addition to activities that allow you to explore the topic on your own, this layer includes traditional vocabulary work, textbook readings, and classroom lectures. 

      One part of the “C” layer that is new for most students is the oral defense.  While it sounds intimidating, the oral defense is nothing more than a one-to-one discussion with the teacher about what you’ve learned.  For the first unit, this will probably be the teacher asking questions and you answering them.  As you become more comfortable with this method of assessment, it will become more of a conversation.  A “C” LAYER ACTIVITY IS NOT COMPLETE UNTIL THE ORAL DEFENSE IS DONE; NO POINTS ARE AWARDED WITHOUT IT! 

      Why is this so important?  The goal of this class is learning, rather than merely doing.  Making ten vocabulary flashcards is useless if you stop there; only when they are used as a tool for knowing the terms do those cards have any value.  “Accountability” is an important word in education today; the oral defense helps students become accountable for learning.  Also, after the first time, this type of assessment is generally less stressful than a traditional, formal exam. 

      “B” layer activities allow you to apply or manipulate the material you learned in the “C” layer.  You will usually be asked to create something here. 

      At the “A” layer, you will be asked to make a critical analysis of what you’ve learned, sharing your supported opinion on a related issue. 

SOCIAL STUDIES

Layered Curriculum 

Daily Procedures 

• Bring your unit sheet, notebook paper, and a pen/pencil (blue or black ink or #2 pencil) to every class meeting.  (Unit sheets may also be kept in classroom folders.)

• If you are ready for an oral defense, sign up on the defense sheet.  When the tardy bell rings, a line will be drawn under the last name listed.  Those who have signed above the line are guaranteed an opportunity for their oral defense during the class period; those who sign up late will be seen as time permits.

• If you choose the lecture notes option, set up your paper for Cornell notes and begin copying the outline while the teacher takes care of “housekeeping chores.”

• If you choose the textbook reading notes option, set up your paper for Cornell notes and begin reading the assigned materials.

• Complete the needed “C” layer activities, with the oral defense for each.  When you have reached the maximum points for this level, move on to the “B” layer activities.

• Generally, you will choose only one “B” layer activity.  While these do not require an oral defense, you should be prepared to explain your work if the teacher has questions or if the work seems unclear.

• Finally, move to the “A” layer.  At this point, you will be asked to locate and summarize relevant articles and then write two paragraphs explaining and supporting your opinion on an issue-based question.  You do not have to turn in the articles themselves.  (The teacher will assist you in locating appropriate magazine and journal articles.)

Grading 

      Layered curriculum does not award points for doing; students earn points for learning.  This is checked, at the “C” layer, through the oral defense:  when an assignment is completed, students answer 2-5 questions about the content.  This informal discussion with the teacher provides a less stressful assessment than formal exams, and so it allows the hypothalamus to stay calm. 

      Each assignment on the “C” layer is worth a specific number of points, which are indicated on the unit sheet.  Most “B” layer assignments will be worth 20 points, while most “A” layer work will be worth 30 points. 

• How do I get credit for videos?

Videos are generally worth 15 points for each 45-60 minutes of video.  To get those points, you must watch & pay attention to the video during that time. 

10 points is given for watching the video; the other 5 come from you telling me about 5 things you’ve learned from it. 

• How do I get credit for the lecture?  How do I get credit for textbook reading notes?

Lectures are worth 5 points/day.  Textbook readings are worth 5 points/section. 

You must be present for the entire lecture to get credit—NO EXCEPTIONS. 

An outline of the topic will be on the screen.  You need to copy that outline & then fill it in, based on what I say during the lecture.  You then need to fill in the question side of the Cornell notes format.   

2 points are given for notes being complete and in the correct format; the remaining 3 come from answering my questions about the notes. 

• How do I get credit for the vocabulary?

Make flashcards or vocabulary foldables with the words and definitions.  Learn them. 

I will choose 5-10 words (depending on how many there are on the list).  You will get 1 point for each word that you orally define correctly. 

• How do I get credit for worksheets? 

Worksheets are generally worth 5 points each; you may generally do up to three on any unit, for a total of 15 points. 

I will ask you 3 questions about the worksheet; points are based on how you respond to the questions. 

• How do I get points for miscellaneous reading in social studies?

You may read for at least 45 minutes on a social studies topic in newspapers, magazines, books, etc. (including historical fiction) 

Please tell me before you begin what topic you are reading on.  

Upon completion, I will ask you to tell me about your reading.  Your summary is worth 10 points, based on enthusiasm & information gained from the reading. 

You should be able to explain & defend 5 things you learned from the reading. 

• How do I get points for posters, diagrams, and graphic organizers?

Poster is on sturdy poster board.  The illustration is an original work showing a creative blend of several sources (listed on back).  Good use of white space, border, & key ideas.  Demonstrates an understanding of the subject (can explain 5 things learned).  Creative, colorful, & well polished. 

• How do I get points for social studies writings (journals, letters, etc.)?

Writing is original & neat with few grammatical & spelling errors.  Ideas are clear & the writer is comfortable explaining 3 or 4 of the ideas written.  If writing is not in English, the writer has gotten written feedback on grammar & spelling from someone fluent in that language.