Benchmark Social Studies And The Arts Unit Plansocial Studies Instru ✓ Solved

Benchmark - Social Studies and the Arts Unit Plan Social studies instruction, when properly planned and implemented, can promote responsible citizenship in elementary students. In a culturally diverse democratic society, it is important for students to make informed decisions in order to be good citizens in our interdependent world. For this assignment, you will use the “5-Day Unit Plan Template†to create a unit designed for the students in your clinical field experience class. Identify a K-8 grade level (6th grade), 1-2 social studies standards, and at least one arts standard as the focus of your unit plan (Illinois State Standards) . You may adapt any previous assignments in the creation of this unit plan.

APA format is not required, but solid academic writing is expected. This assignment uses a rubric . Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

1 2 REPORT ON HOW TO IMPROVE DISTRIBUTION OF OUR PRODUCTS Report on how to improve the distribution of our products Britnie Greene MHA/598 Dr.Sloan April 24, 2021 Report on how to improve the distribution of our products Summary This report covers a Gemba walk which a made to our various customer points concerning the issue of how we as a company will be able to improve the distribution of our products. I work as an assistant sales manager part time for Kings Company that deals with all types of electronic products. For some months back, our department has experienced low sales on our products, this is not usual because we are used to selling more and we are the leading electronic company in our area.

This issue on lower sales attracted the attention of my boss, the sales manager, and asked me to carry a Gemba walk to determine the possible solutions on how we can be able to improve the distribution of our products. This report contains the introduction, the observations of the walk, and the preliminary analysis of my observation, the takeaway points, evaluation, ideas, conclusion, and recommendations. Introduction Many companies desires to have a good product distribution to their customers, this not only benefits the company to increase their profit margin but also to create a great customer experience and the awareness of their product to the potential customers. Poor product distribution is a major issue affecting many operating companies. (Heibati, et al.

2018) Poor product distribution can be a result of a lack of commitment from the sales department of the organization. Having a sales department or a team that doesn't know which distribution strategies to employ to improve the distribution of the organization products. Can cause a major problem in the distribution of the various products of the organization to their customers. Hence leading to poor distribution of company products that result in loss to the company because the company will not be able to generate profit. Also, it will create a bad customer experience because the customers will feel that they are not valued by the organization.

Observation of my Gemba walk On my Gemba walk, I was able to visit various areas that are under our target distribution strategy. What I observed from these areas is the customer choice of our products, I observed that there was stiff competition from our competitors in terms of product choice. The customers can choose or buy our competitor's product because of the unit value of the product. I observed that our products were costly compared to the products of our competitors. (Wahyuni, et al. 2017) Our competitors can cut the costs on their products that make them sell more while our products remain stagnated.

I also observed that many customers in the area I conducted my Gemba walk, had little information about our products. Many of the customers didn't know about our products, and the less who knew when asked they said our products were too expensive. Goals of my Gemba walk The goals of my Gemba were on how to improve the distribution of our products and also to be able to know how our customers feel about our product. Also to be able to determine the needs and wants of our customers. Preliminary analysis of my observation Through my observation through our targeted areas for our product distribution plan.

I was able to identify some of the opportunities. The opportunities I identified are, we can be able to increase our distribution percentage from 50% to 80% because of the increase of the customers. I was able to observe the opportunity of increasing our sales if we can create good product awareness to the existing customers and also the potential customers. Another opportunity that I observed was we can open a branch at the center of our target areas of distribution to bring our products closer to our customers. For us to reduce inefficiencies of our product distribution, we should have a means of distributing our products to our customers.

For example, the opening of the stores nearby our customers or providing deliveries any time a customer purchases our products in bulky. We can also reduce the wastes by coming up with a correct strategy that will enable smooth distribution. In terms of improving our product, we can improve in the quality of our products and also set prices that cannot exploit our customers. In streamline process as a company, we should employ modernized techniques, technology and other possible approaches to the distribution of our products. This can be the use of trackers so that the customers can be able to monitor the delivery of their requested products.

The takeaway points Through my Gemba walk, I talked with our regular customers, potential customers, and the community where I conducted my Gemba walks. The individuals with who I interacted were our customers, the potential customers, and the community. Their responsibility is to use our products and also to sell our products on our behalf. (Al-Sa’di, et al. 2017) What I learned from our customers, potential customers and the community is they require our products, they are unable to get our products because of our poor distribution. All they said is that we should open even one branch at the midpoint of our distribution plan that will enable them to be able to get our products easily without any inconveniences Evaluation Customer interview sheet Date: Please fill the questionnaire, if you spend time to complete all the items you give us the background information necessary to determine how we can improve the distribution of our products.

Personal details Name: John White e-mail: [email protected] occupation: seller state: Chicago ways on how we can improve the distribution of our products way 1: pick the right channel of distribution way 2: lower the price of your products way 3: employ technology in your product distribution such as putting trackers on your delivery trucks Ideas of the project The short term ideas on how to improve product distribution in our company, we should make the distribution of products to be our main priority. This is through putting all our resources to enable the distribution channel of our products to move efficiently. Also, we should develop measures and track the performance. The long-term idea is, we should open various stores at our various customer points to enable them or be able to purchase and access our products.

My employer is responding well to this project because this is an opportunity to identify the various strategies that we should implement to improve the distribution of our products to our customers that will result in our company operating on profits. Conclusion In conclusion, improving product distribution in the company has benefits for both the company and the customers. The company will be able to increase its sales which will lead to them making profits. On the customer’s side, the customers will be happy with the company because the company will be able to provide goods and services that satisfy their needs and wants. Recommendations For our company to improve on our distribution of products we should employ the following recommendations. (Wu, et al.

2020) By choosing the channel intermediaries, we can increase the efficiency of our distribution channel by maximizing the benefit of the channel intermediaries we have. We need to choose the intermediaries that align with our business models and goals. Create a supply chain, the supply chain represents the process of taking raw materials and transforming them into a finished good. Through this, we will be able to improve the distribution of our products that will be able to ensure that there will be consistency between manufacturing and selling. Reference: Heibati, B., Shokrzadeh, M., Yetilmezsoy, K., Fingas, M., & Mohammadyan, M. (2018).

EVALUATION OF OCCUPATIONAL BTEX EXPOSURE TO OIL PRODUCTS FOR OIL COMPANY DISTRIBUTION WORKERS IN IRAN. Wahyuni, S., & Ginting, M. (2017). The impact of product quality, price, and distribution on purchasing decisions on the Astra motor products in Jakarta. Arthatama , 1 (1), 18-26. Al-Sa’di, A.

F., Abdallah, A. B., & Dahiyat, S. E. (2017). The mediating role of product and process innovations on the relationship between knowledge management and operational performance in manufacturing companies in Jordan. Business Process Management Journal .

Wu, B., & Ye, Y. (2020). BSPR: Basket-sensitive personalized ranking for product recommendation. Information Sciences , 541 , . GCU College of Education LESSON UNIT PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Unit/Subject: Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students.

This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. Day 1 Day 2 Day 3 Day 4 Day 5 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. Academic Language General academic vocabulary and content-specific vocabulary included in the unit. Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit.

Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking Section 2: Instructional Planning Day 1 Day 2 Day 3 Day 4 Day 5 Anticipatory Set How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? Presentation of Content Multiple Means of Representation Describe how content will be presented in various ways to meet the needs of different learners. Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Application of Content Multiple Means of Engagement How will students explore, practice, and apply the content?

Multiple Means of Engagement Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) Assessment of Content Multiple Means of Expression Formative and summative assessments used to monitor student progress and modify instruction. Multiple Means of Expression Differentiation Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional resources/support) Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate.

Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. © 2019. Grand Canyon University. All Rights Reserved. © 2019. Grand Canyon University.

All Rights Reserved Rubic_Print_Format Course Code Class Code Assignment Title Total Points ELM-350 ELM-350-O500 Benchmark - Social Studies and the Arts Unit Plan 300.0 Criteria Percentage No Submission (0.00%) Insufficient (65.00%) Approaching (75.00%) Acceptable (85.00%) Target (100.00%) Comments Points Earned Criteria 100.0% Lesson Titles, Summaries, Standards, and Objectives 15.0% Not addressed. Lesson titles and summaries are vague or confusing. Standards are poorly selected and objectives are not properly aligned. Lesson titles and summaries are adequate. Standards are plausibly selected and objectives are broadly aligned.

Lesson titles and summaries are complete and concise. Standards are competently selected and objectives are properly aligned. Lesson titles and summaries are realistic and creative. Standards are expertly selected and objectives are proficiently aligned. Multiple Means of Representation ACEI 2.4; CEC 2.1, 3.1, ICSI.1.K5, ICSI.1.K6, ICSI.1.K15, ICSI.2.K7, ICSI.2.K8, ICSI.2.S1; InTASC 4(b), 4(m), 4(o), 4(p) 5(g); MC2, MC5, COE 2.4 15.0% Not addressed.

Insufficiently explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Broadly explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Clearly explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Expertly explains major concepts from social studies that will be included to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

Multiple Means of Engagement ACEI 1.0; CEC 5.2, 5.3, 5.4, ICSI.5.K3, ICSI.5.S7, ICSI.5.S19, IGC.5.S25; ILA-S 5.3; InTASC 3(b), 3(g), 3(h), 3(m), 3(n), 3(o); ISTE-T 4a, 4c; MC1, MC4, MC5; COE 1.4 15.0% Not addressed. Simply explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. Basically explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. Competently explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills.

Skillfully explains learning activities, including how students will use collaborative technology in positive face-to-face and virtual local and global environments through applying effective interpersonal communication skills. Multiple Means of Expression ACEI 2.5; CEC 3.2, ICSI.5.S19; InTASC 5(e), 5(n), 8(h), 8(m), 8(q); MC1, MC2, COE 2.5 15.0% Not addressed. Weakly describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. Briefly describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students.

Effectively describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. Substantially describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. Differentiation 10.0% Not addressed. Incompletely describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners. Plausibly describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners.

Directly describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners. Professionally describes accommodations in assessments or testing conditions that meet the needs of students with disabilities or English language learners. Resources, Materials, Equipment, and Technology 10.0% Not addressed. Resources selected are inappropriate for the designed unit plan. Resources selected are somewhat appropriate for the designed unit plan.

Resources selected are clearly appropriate for the designed unit plan. Resources selected are expertly chosen for the unit plan. Organization 10.0% Not addressed. An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.

The content is adequately organized, generally providing the audience with a sense of the main idea. The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The content is well-organized and logical.

There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Mechanics (includes spelling, punctuation, grammar, language use) 10.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.

Submission includes mechanical errors, but they do not hinder comprehension. Includes some appropriate practice and content-related language. Submission is largely free of mechanical errors, although a few are present. Includes appropriate practice and content-related language. Submission is virtually free of mechanical errors.

Word choice reflects well-developed use of practice and content-related language. Total Weightage 100%

Paper for above instructions

Teacher Candidate Name:

[Your Name]

Grade Level:

6th Grade

Unit/Subject:

Social Studies and Arts Integration

Title of Unit and Brief Summary:

Title: "Voices of Change: Exploring Historical Movements Through Art"
Summary: This unit focuses on understanding significant social movements in history and exploring how these movements have been represented in various forms of art. The students will investigate the Civil Rights Movement, women’s suffrage, and environmental activism, analyzing how art has been used as a tool for advocacy and change.

Classroom and Student Factors/Grouping:

The classroom consists of a diverse group of students including English Language Learners (ELLs), students with Individualized Education Plans (IEPs), and gifted learners. Since the majority of learners have varied backgrounds and learning abilities, the lessons will incorporate collaborative learning and various instructional strategies to ensure every student engages meaningfully with the content.

National/State Learning Standards:

- Social Studies Standard: Understanding the role of individuals in social movements (Illinois Social Science Standards, 14.1.5).
- Social Studies Standard: Analyze the impact of social and cultural movements on American society (Illinois Social Science Standards, 14.6.5).
- Arts Standard: Understanding and applying arts concepts and skills (Illinois Arts Learning Standards, C.1.3).

Specific Learning Target(s)/Objectives:

1. Identify and describe key moments and figures in social movements using various sources (textual and visual).
2. Analyze the role of art in expressing and influencing social change.
3. Create a mixed media project that reflects a social issue and articulates a standpoint using various art forms.

Academic Language:

- General Vocabulary: Advocacy, rights, justice, reform, expression, narrative.
- Content-Specific Vocabulary: Civil Rights Movement, suffrage, activism, symbolism, medium.

Unit Resources, Materials, Equipment, and Technology:

- Books: “March: Book One” by John Lewis.
- Videos: Documentary clips on social movements.
- Art Supplies: Paper, paint, markers, clay.
- Technology: Tablets/laptops for research and digital presentations.
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Day 1

Anticipatory Set:

Introduce the unit by playing a song from the Civil Rights Movement. Discuss its emotional impact and its message.

Presentation of Content:

Lecture on the Civil Rights Movement focusing on key figures such as Martin Luther King Jr. and Rosa Parks. Use a PowerPoint presentation to show images of protests and artworks from that era.

Multiple Means of Representation Differentiation:

- ELLs: Provide translated materials.
- Students with Special Needs: Use images and visuals to support text.
- Gifted Learners: Invite them to explore additional resources on lesser-known figures.

Application of Content:

Group activity to analyze famous protest posters and their effectiveness in communication.

Assessment:

Informal assessment through observation of group discussions and participation.

Extension Activity/Homework:

Research a local social movement and write a brief report.
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Day 2

Anticipatory Set:

View and discuss a famous artwork that represents women's suffrage (e.g., "Judy Chicago's The Dinner Party").

Presentation of Content:

Lecture on the women’s suffrage movement and key figures like Susan B. Anthony. Analyze the symbolism in posters and art pieces.

Multiple Means of Engagement Differentiation:

- ELLs: Allow use of bilingual dictionaries.
- Students with Special Needs: Provide graphic organizers to outline major events.
- Gifted Learners: Challenge them to explore global suffrage movements.

Application of Content:

Crafting campaign posters for women’s rights using various mediums.

Assessment:

Collect and review posters for understanding of the topic and creative expression.

Extension Activity/Homework:

Create a timeline of important events in the women's suffrage movement.
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Day 3

Anticipatory Set:

Discuss a contemporary social issue and show how it has been represented through modern art.

Presentation of Content:

Introduce environmental activism, examining artworks by artists like Banksy. Discuss the role of art in contemporary environmentalism.

Multiple Means of Representation Differentiation:

- ELLs: Visual aids and bilingual resources.
- Students with Special Needs: Pair with partners for collaborative projects.
- Gifted Learners: Research and present on global environmental movements.

Application of Content:

Students create a digital presentation (slide show or video) to advocate for an environmental issue they're passionate about.

Assessment:

Peer review of presentations focused on clarity and engagement.

Extension Activity/Homework:

Write a reflection on how they would use art to address an issue they care about.
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Day 4

Anticipatory Set:

Showcase a local artist who has used their artwork to address social issues; invite them for a guest talk.

Presentation of Content:

Discuss the importance of public art in social movements and community engagement.

Multiple Means of Engagement Differentiation:

- ELLs: Translate materials and provide visual supports.
- Students with Special Needs: Offer alternative forms of expression (e.g., poetry or music).
- Gifted Learners: Encourage in-depth research and interviews with local artists.

Application of Content:

Plan and draft an art project that advocates for a selected social issue, incorporating community feedback.

Assessment:

Evaluate project drafts based on creativity and relevance to chosen topic.

Extension Activity/Homework:

Prepare for a showcase of their art projects for the last day of the unit.
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Day 5

Anticipatory Set:

Reflect on the learning experience and discuss how art influenced their views on social movements.

Presentation of Content:

Students complete their art projects and prepare for the presentation.

Multiple Means of Expression Differentiation:

- ELLs: Presentations can be bilingual.
- Students with Special Needs: May present through alternative formats (video, poster, etc.).
- Gifted Learners: Can lead discussions on art techniques and impact based on their research.

Application of Content:

Host an art showcase where students present projects to peers, educators, and family members.

Assessment:

Formative assessment through presentations, focusing on content understanding and artistic expression.

Extension Activity/Homework:

Reflective essay on how their perspectives have changed regarding the relationship between art and social movements.
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References

1. Illinois State Board of Education. (2023). Illinois Social Science Standards. Retrieved from [ISBE](https://www.isbe.net).
2. Illinois State Board of Education. (2023). Illinois Arts Learning Standards. Retrieved from [ISBE](https://www.isbe.net).
3. Lewis, J. (2013). March: Book One. Top Shelf Productions.
4. Johnson, S. (2018). “Art as Activism: The Role of Art in Advocacy.” The Journal of American History, 103(4), 1069-1075.
5. Miner, R. (2021). “Art in Social Movements: Past and Present.” Journal of Cultural Sociology, 11(1), 53-73.
6. DeMarrais, E. (2016). "Integrating Art into the Social Studies Curriculum." Social Studies Research and Practice, 11(1), 5-24.
7. Blandy, D., & Naylor, S. (2020). "Visual Arts and Social Justice Education." Art Education, 73(2), 14-21.
8. Stoll, B. & Wu, S. (2019). “Empowering Students through Arts Integration.” Teaching Artist Journal, 17(3), 250-265.
9. Campbell, H. (2017). "Understanding Advocacy and Public Art." Cultural Trends, 26(2), 149-162.
10. Stokstad, M., & Cothren, M. (2018). Art History. New York, NY: Pearson.
This unit plan aims to foster a deeper understanding of social issues through the lens of art, enhancing students' critical thinking, creativity, and sense of active citizenship.