Strategies for the Social Studies Classroom

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Strategies for the Social Studies Classroom

• Carol Curtiss
• Region XIII
• Social Studies Specialist

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The Big Picture

• Enable the student to
• Understand the importance of patriotism
• Function in a free enterprise society
• Appreciate basic democratic values

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Strands

• History
• Geography
• Economics
• Government
• Citizenship
• Culture
• Science, technology, and society
• Social studies skills

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Vertical Alignment

• The Social Studies skills TEKS spiral through the
  curriculum
• Knowledge taught at earlier grade levels is
  assumed to be taught and is built upon in higher
  grade levels.
• Many high school TAKS objectives are introduced
  in elementary schoolas early as Kindergarten.

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Primary Grades

• Self, home, family, classroom, school, community
• Chronology
• Location, characteristics of place
• Basic human needs
• Individuals make a difference
• Citizenship
• Law

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Concepts

• Progress
• Revolution
• Adaptation
• Colonization
• Sovereignty
• Goods and Services
• Civilization
• Citizenship
• Region/Regional differences
• Patriotism
• Migration/Immigration

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The Important Stuff

• Concepts
• Verbs
• Vocabulary
• Eras
• Primary Source Documents
• Significance and Impact
• Cause-effect relationships
• The story of America
• Skills

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Skills

• Analyze information
• Sequence
• Categorize
• Cause-Effect
• Compare
• Contrast
• Find main idea
• Summarize
• Make generalizations
• Predict
• Draw inferences and conclusions

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Skills (contd)

• Think critically
• Identify Point of View (POV)
• Support Point of View
• Identify bias
• Evaluate sources
• Organize and interpret information
• Outlines
• Reports
• Charts, graphs, timelines, maps

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Love Units
Cute
Time and Intensity
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All the TEKS/SEs
TAKS-testable TEKS/SEs and concepts
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State Group Performance Data - 2003
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Social Studies Performance Data - 2004
100
95
90
All
85
Afr.-Amer.
80
Hispanic
75
White
Eco. Disadv.
70
LEP
65
SP. Ed
60
55
50
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1. What do you want students to know?

• The teacher must have a very clear understanding
  of exactly what you want students to know.

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• (8.4)  History. The student understands
  significant political and economic issues of the
  revolutionary era. The student is expected to
• (A)  analyze causes of the American Revolution,
  including mercantilism and British economic
  policies following the French and Indian War

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Access the Content
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Extend Language
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Word Splash

• French and Indian War
• colonies Britain
• restrictions Parliament
• freedom Proclamation of 1763
• Appalachian Mountains Ohio Valley
• investment limited
• upset laws allies

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Cued Retelling

• Find a partner. Decide who will be partner A and
  who will be partner B.
• Read the section British
• Troops and Taxes (p. 144)

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Clock Buddies
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1
2
9
3
6
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In and Out Summary

• Read the section Britain Passes the Stamp Act.

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Use Primary Sources
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Conversation Starters

• The Americans have not acted in all things with
  prudence and good temper. They have been driven
  to madness by injustice. Will you punish them for
  the madness you have caused? My opinion is
  that the Stamp Act be repealed absolutely,
  totally and immediately.
• - William Pitt
• quoted in Patriots by A.J. Langguth

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Music of the Revolutionary War
http//www.cvesd.k12.ca.us/finney/paulvm/h5_musicf
rmset.html
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Title of Subject
What do you infer from the details?
What prior knowledge do you bring?
What are the details?
What is your conclusion? Explain
Adapted from Texas Social Studies Center, 2001
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(No Transcript)
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Title of Subject
What do you infer from the details?
What prior knowledge do you bring?
What are the details?
What is your conclusion? Explain
Adapted from Texas Social Studies Center, 2001
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Strategies

• Preview the lesson
• Picture walk
• Word splash
• Cued retelling
• In and Out Summaries
• Conversation starters
• Graphic organizers

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http//www.esc13.net/socialstudies/
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Strategies for the Social Studies Classroom

• Carol Curtiss
• Region XIII
• Social Studies Specialist
• [phone]
• carol.curtiss_at_esc13.txed.net
• www.esc13.net/socialstudies