Hitting the Target in Social Studies

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Hitting the Target in Social Studies

• July 14, 2005
• Comal ISD
• Carol Curtiss, presenter

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Schedule

• 830 1130
• 1130 1245 Lunch
• 1245 330

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Objectives

• TAKS data
• Strategies for accessing the text
• Strategies for engaging students
• Differentiating in the SS classroom
• Critical thinking (skills)

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Reflect

• Why did you decide to become a social studies
  teacher?

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Clock Buddies

• At 100, buddy with a good friend.
• At 200, buddy with someone from your school.
• Find other buddies for the other times.

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Get with your 400 buddy

• Get to know each other.
• Share your reasons for becoming a social
  studies teacher.
• When you introduce your partner to the group,
  use a song title as part of your introduction.

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3 Minutes Left
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2 Minutes Left
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1 Minute Left
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Times Up!
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Introductions
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Shake hands and say good-bye to your 400 buddy.
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The 3 Big Questions

• 1. What do you want students to know and be able
  to do?
• 2. How will you know students know it? What
  evidence will you accept?
• 3. What activities will you use to ensure
  students learn what they need?

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TAKS

• What kind of thinking is required?

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Lowest Scoring Item - 8th grade

• 24 Southern dependence on slavery and an
  agricultural economy resulted in
• F an excellent railroad system
• G a lack of factories
• H a dependence on government tax
  breaks
• J several new political parties 8.7C

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Lowest Scoring Item - 10th Grade

• Excerpt from the Emancipation Proclamation
• I do order and declare all persons held as
  slaves within said designated states . . . are,
  and henceforward shall be, free and that the
  executive government of the United States,
  including the military and naval authorities
  thereof, will recognize and maintain the freedom
  of said persons.
• 34 In which year was the statement above issued?
• F 1787
• G 1812
• H 1863
• J 1877 8.1C

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Lowest Scoring Item - Exit Level

• 26 The Battle of Midway was a crucial victory
  for the United States because it
• F dealt a severe blow to the Japanese navy
• G was the last sea battle of the war with Japan
• H was fought on Japanese territory
• J destroyed Japans will to continue fighting
• U.S. 6B

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(G.10)  Economics. The student understands the
distribution and characteristics of economic
systems throughout the world. The student is
expected to (C)  compare the ways people satisfy
their basic needs through the production of goods
and services such as subsistence agriculture
versus market-oriented agriculture or cottage
industries versus commercial industries.
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(US.6)  History. The student understands the
impact of significant national and international
decisions and conflicts from World War II and the
Cold War to the present on the United States. The
student is expected to(D)  describe U.S.
responses to Soviet aggression after World War
II, including the Truman Doctrine, the Marshall
Plan, the North Atlantic Treaty Organization, and
the Berlin airlift
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Cause-Effect Relationship

• 21 Which of the following events prompted the
  ratification of the 26th Amendment, which gave
  18-year-olds the right to vote?
• F The Watergate scandal
• G The election of Richard M. Nixon
• H The energy crisis
• J The Vietnam War

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Higher level thinking using organizers
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Inductive Reasoning Skills
G.5B
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F Characteristics of developing nations

• (G.5)  Geography. The student understands how
  political, economic, and social processes shape
  cultural patterns and characteristics in various
  places and regions. The student is expected to
• (B)  analyze political, economic, social, and
  demographic data to determine the level of
  development and standard of living in nations.

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(8.30)  Social studies skills. The student
applies critical-thinking skills to organize and
use information acquired from a variety of
sources including electronic technology. The
student is expected to(D)  identify points of
view from the historical context surrounding an
event and the frame of reference which influenced
the participants
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What do you notice?
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The 3 Big Questions

• 1. What do you want students to know and be able
  to do?
• 2. How will you know students know it? What
  evidence will you accept?
• 3. What activities will you use to ensure
  students learn what they need?

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What do you want students to know and be able to
do?

• (8.8)  History. The student understands
  individuals, issues, and events of the Civil War.
  The student is expected to
• (B)  explain the issues surrounding significant
  events of the Civil War, including the firing on
  Fort Sumter, the battles of Gettysburg and
  Vicksburg, the announcement of the Emancipation
  Proclamation, the assassination of Lincoln, and
  Lee's surrender at Appomattox Court House and

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What do you want students to know and be able to
do?

• (8.8)  History. The student understands
  individuals, issues, and events of the Civil War.
  The student is expected to
• (C)  analyze Abraham Lincoln's ideas about
  liberty, equality, union, and government as
  contained in his first and second inaugural
  addresses and the Gettysburg Address.

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What do you want students to know and be able to
do?

• (WG.1)  History. The student understands how
  geographic contexts (the geography of places in
  the past) and processes of spatial exchange
  (diffusion) influenced events in the past and
  helped to shape the present. The student is
  expected to
• (B)  trace the spatial diffusion of a phenomenon
  and describe its effects in regions of contact
  such as the spread of bubonic plague, the
  diffusion and exchange of foods between the New
  and Old Worlds, or the diffusion of American
  slang.

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What does the data show?

• Please sit with your school.
• Partner with your 200 buddy.

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What do you see? Step 1

• Look at your district/school data.
• Note important pieces of information.

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What do you see? Step 2

• What inferences can you make?
• Can you identify patterns or trends?
• What information do you still need?

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2003
2004
2005
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Comments?
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Get with your 500 buddy.

• Briefly discuss one of placards that show
  comments made by teachers during discussions at a
  School Improvement Committee meeting. Use sticky
  notes to record your ideas.

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The illiterate of the 21st century will not be
those who cannot read and write, but those who
cannot learn, unlearn, and relearn. -Alvin
Toffler
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3 Minutes Left
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2 Minutes Left
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1 Minute Left
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Times Up!
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• Textbook reading and writing are fine for
  advanced classes, but my classes have struggling
  readers. I never use textbooks.

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• I use reading and writing in my class all the
  time with my textbook. The students take turns
  reading the chapter aloud during class and then
  they answer the questions. I dont have any
  problems.

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• The most time-efficient way to teach history is
  by lecturing. Theres just too much to cover and
  not enough time to do it any other way. Besides,
  the kids wont read the textbook.

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• Im not an English teacher. I dont teach
  reading, and I dont know how to teach writing
  anyway.

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• Ive already spent a lot of time planning and
  organizing my classes so that the students will
  feel good about themselves. They hate to read and
  write, and Im not going to force any more of it
  on them.

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• All the teachers I know are frustrated with the
  limited thinking abilities and poor reading and
  writing skills of their students, but we dont
  know how to help them.

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Conclusions?
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What type of learner will I encounter in my
classroom?

• English Language Learner
• Student with Characteristics of Dyslexia
• Gifted
• Others

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Strategies before reading

• Anticipatory Set
• Preview
• Hook
• Accessing Prior Knowledge
• Introduction

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Why is this important?

• Proficient learners
• Build on and activate their background knowledge
  before reading
• Know their purpose for learning

• Poor learners
• Begin without thinking

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In this initiating stage

• Teachers
• Introduce the lesson
• Assess prior knowledge
• Spark/develop prior knowledge
• Identify purpose/parameters
• Plan by building on prior knowledge
• Stimulate curiosity
• Create a need to know
• Develop a strategic plan for teaching

• Students
• Preview the content
• Assess prior knowledge
• Activate/build prior knowledge
• Determine purpose
• Connect with prior knowledge
• Raise questions and issues
• Recognize a need to know
• Develop a strategic plan for learning

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Strategies before reading

• Purpose
• Important Ideas
• Connection to Prior Knowledge

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Visual stimuli

• Teacher presents an artifact, picture or other
  visual.
• Students respond.
• Stimulates curiosity and creates a need to know

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http//orpheus.ucsd.edu/speccoll/dspolitic/
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http//www.birdseyeviews.org/
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• My Dear by Doctor Church I send a hundred
  twenty five pounds / and beg you will take the
  best care of yourself and not / attempt coming in
  to this town again and if I have an / opportunity
  of coming or sending out anything or / any of the
  Children I shall do it pray keep up / your
  spirits and trust your self and us in the hands /
  of a good God who will take care of us tis all my
  / Dependance for vain is the help of man aduie my
  / Love from your /affectionate R. Revere

http//www.clements.umich.edu/spies/index-gallery.
html
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• http//www.authentichistory.com/audio/1930s/music/
  1932-Brother_Can_You_Spare_a_Dime.html

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Brainstorming Strategy

• The teacher presents a prompt to the class for
  brainstorming.
• Students generate responses that are scribed onto
  a chart
• Accesses prior knowledge

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K W L

• Students list what they know about a topic and
  write questions about what they want to know

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Question of the Day

• What is Democracy?
• Are taxes good or bad?
• What makes a good friend?

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Word Splash

• Splash words on the board or hand out sets of
  words to have students make connections and try
  to find the unifying concept to identify the
  focus of the days lesson.
• A great connection to TAKS questions that require
  this kind of thinking.

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Command
Market
Barter
Hunting
Farming
Mixed
Enterprise
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Find Someone Who

• Teacher prepares handout
• Students share information and find others to
  sign appropriate squares
• Teacher uses the ideas and information as
  springboard for the days lesson
• See your handout.

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Experiential Activity

• Revolutionary Tug-of-War
• Stamp act simulation
• Assembly line activity
• Literacy test
• Poll tax

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Concept building

• Present items and have students develop the
  rules
• Stimulates curiosity and builds a need to know

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Accessing the Textbook
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Chapter Tour Strategy

• Students are encouraged to look at the chapter to
  see the big picture first before tackling the
  details.
• Students are conditioned to make more systematic
  use of reader aids provided within a chapter.

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Chapter Tour

• Make special notice of ways the chapter forecasts
  organizational structure
• Cause and Effect
• Compare and Contrast
• Concept and Definition
• Problem and Solution

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Chapter Tour

• Make special notice of ways the chapter signals
  key themes, concepts, and ideas
• Change
• Crisis
• Progress

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Chapter Tour

• Variation Allow students to work with a partner
  to complete a chapter tour and verbalize what
  they are discovering about the topic or chapter
  organization.

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Look at the Textbook Excerpt

• Lets take a look at the chapter well be
  starting.
• What time period will we be studying?
• Looking at the pictures and topic headings, what
  is your general impression of this time period?
• Do you notice any ways this chapter is organized
  to help you learn the important concepts of the
  time period?
• Look at the picture on page 444 and read the
  History Makers Speak quote right next to it.
• Discuss with your partner an answer to the
  question posed in the caption below the picture.

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Subtitles as Questions

• Turn the subtitles of each section into a
  question.
• Students find the answer to the questions as they
  read.

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Strategies During Reading

• Reading Pairs
• Sticky Note Notes
• Graphic Notes

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Reading Pairs

• With your partner, read the section The Stock
  Market Crashes.
• You may read in any way the two of you find
  most helpful taking turns, one reading aloud
  and the other following along, reading a short
  piece and stopping to discuss the meaning.
• Be prepared to
• Discuss the main ideas with the class
• Answer the question

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Sticky Note Notes

• Silently read the section Playing the Market.
  As you read, write ideas on separate sticky
  notes. Write down important ideas you read,
  connections to things you already know or have
  read, questions you would like to ask, and words
  that you know (with short definition) or words
  that you do not know.
• Make at least three notes for this section.
  These notes will help you be prepared for the
  table/class discussion to follow.

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Graphic Notes

• Students take notes on the lecture or reading in
  a graphic format that requires them to choose
  important ideas, summarize, categorize, evaluate.

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• Battle of the Headscarf
• Ataturk, ruler of Turkey in the 1920s changed
  the way Turks dressed, eliminated the headscarf,
  gave women the vote, and pushed religion to the
  sidelines. He called the system of secular
  nationalism, Kemalism. The modern guardians of
  Kemalism in Turkey are the military generals.
• Today in Turkey, the headscarf has become a
  highly charged symbol of the collision of a
  secular state (Kemalism) and Islamic law. Muslim
  girls demand the right to wear a headscarf when
  they go to school.
• In 1996 an Islamist became Prime Minister of
  Turkey and proclaimed a new moderation of secular
  society.
• What lies ahead for the women of Turkey who
  consider Islam to be a vital part of who they
  are?

• Crisis of Identity
• Muslims have been wrestling with modernity for
  200 years.
• During the Golden Age of Islam, Muslims were on
  the cutting edge of science and progress.
• Many Muslims believe that there is no
  contradiction between Islam and science. Islam
  encourages us to learn more about ourselves.
• How does one reconcile Islamic tradition with
  todays world?
• Should a modern state adopt secular law or
  Islamic law known as the Sharia?
• Islamists believe that modern Islamic states
  should replace their secular governments with
  Islamic law.
• Legal issues with regard to marriage and womens
  rights are at the heart of the identity crisis.

• The Pressure for Change
• Women in Iran were active participants in the
  revolution.
• Some women openly flout the Islamic dress code
  with make-up and jewelry, and colorful
  headscarves worn far back on the head.
• Three-quarters of the people of Iran are under
  30.
• Iran had a series of autocratic rulers, including
  the Shah, before Islamism.

• Islam and the West
• Many modern Muslims live and work in the West.
  Concepts such as rationalism, skepticism and
  individualism essential characteristics of
  modernity and the principles of democracy and
  republican government are at odds with Islamic
  law for many Muslims.
• Conservatives insist on obedience to truth as
  revealed by the Prophet Muhammad. Modernists
  argue that reason enables human beings to
  interpret revealed truth in light of modern
  conditions.
• Most Muslims do not embrace either Islamism or
  secularism whole-heartedly. Both are viewed with
  suspicion. Many believe that modernization
  equals Westernization.
• The current crisis of understanding between
  Muslims and the West could lead to greater
  understanding or greater polarization.

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Column Notes
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Strategies after Reading

• Think-Pair-Share
• Cued Retelling
• Add-on Summary
• In and Out Summary

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Think-Pair-Share

• Partners decide who will be partner A and who
  will be partner B.
• Partner A talks and B
• listens
• Partner B talks and A
• listens

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Find your 600 buddy.

• Decide who is partner A and who is partner B.

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Partner A

• Think for 30 seconds about something you have
  learned today.
• Talk to your partner for 20 seconds without
  stopping about something you have learned today.
• Partner B is listening but may not speak.

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Partner B

• Think for 30 seconds about what your partner
  said.
• Talk for 20 seconds about something you have
  learned today. You may not repeat anything your
  partner said.
• Partner A is listening but may not speak.

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Shake hands and say good-bye to your 600 partner.

• Find your 300 buddy.
• Youll need a pencil, and you might find your
  textbook excerpt helpful.

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Cued Retelling

• Find a partner (your 300 buddy). Decide who is
  partner A and who is partner B.
• Partner A receives the Cued Retelling worksheet
  partner B does not see it.
• Partner B will talk about the reading you have
  just completed (The Stock Market Crashes), trying
  to use the vocabulary from the reading.
• Partner A, as you listen (without talking) put a
  check in the Free column for every word your
  partner uses (correctly) in his/her summary. Once
  he is finished, cue him by giving clues for words
  not included or by asking questions like, What
  does the word panic have to do with the
  reading?

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Shake hands and say good-bye to your 300 buddy.

• Return to your original seat.
• Form a group of 4 with people near you.
• Number off.

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Add-on Summary

• Each group will write a collaborative summary of
  the section just read. This strategy is done in
  silence.
• Each person takes a single sheet of paper and
  begins by writing a sentence that summarizes a
  main idea from the passage and then pass the
  paper to the next person, who adds a sentence to
  the summary of the passage and passes it to the
  next person.
• Continue until everyone has written a sentence,
  making sure the final product is a comprehensible
  summary of the passage.
• Ideas Groups could then chose the one best
  summary from their group to present. They could
  discuss the differences in the summaries. They
  could combine the summaries to make one summary.

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Add-on Summary

• Look over the The Stock Market Crashes section
  of the textbook excerpt.
• Each person, on a piece of paper, will write a
  sentence about a major idea in the section.
• Pass your paper to the person on your right.
• Read the paper and add a sentence of your own.
  This sentence could elaborate on the major idea,
  giving detail, or can begin a new paragraph on
  another major idea.

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Group member 2,please report for your group.
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In and Out Summary

• Look through the section you just read (Playing
  the Market).
• Choose one word from the passage that would best
  summarize the passage.
• Now, think of one word that would summarize the
  passage that was NOT included in the passage.
• Each participant chooses two words and writes a
  one-sentence summary of the passage.
• Post several summaries on a chart or the wall.

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Window Paning
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Analysis Pizza
Main Idea
Important Details
People
Dates/Events
Causes
Effects
Problems
Solutions
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Discussion of After-Reading Strategies?
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Processing Activities

• Question of the Day
• Vocabulary Web
• The L of the KWL
• Reaction Quick-Write
• Analogies
• Graphic organizers

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More Processing Activities

• Connecting sentences (While, Since, Though)
• Conversations, Skits, Songs, Poems
• Partner Journal
• Idea Map
• Cubing
• RAFT

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RAFT

• Role
• Audience
• Format
• Topic

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Differentiating
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Differentiation of Instruction
is a teachers response to learners needs
guided by general principles of
differentiation such as
respectful tasks flexible grouping ongoing
assessment and adjustment
teachers can differentiate
Content Process Product
according to students
Readiness Interests
Learning Profile
through a range of instructional and management
strategies such as
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Strategies for Differentiation
Maxi-Strategies
Mini-Strategies

• Assessment Diagnosis
• Flexible Grouping
• Tiered Activities
• Anchor Activities
• Differentiated Learning Centers
• Curriculum Compacting
• Learning Contracts
• Adjusting Questions
• Independent Study

• Reading Study Buddies
• Student or Adult Mentors
• Exit Cards
• Task Cards
• Student Expert Desks
• Three Before Me
• The Dr. Is In
• Mini-Lessons
• Multiple Texts
• Interest Surveys

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Not Differentiated
Fully Differentiated
Reactive Fixed Closed
Proactive Fluid Open

• Assessment Diagnosis
• Flexible Grouping
• Tiered Activities
• Anchor Activities
• Differentiated Centers
• Curriculum Compacting
• Learning Contracts
• Adjusting Questions
• Independent Study

One size fits all.
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Key Principles of a Differentiated Classroom

• The teacher is clear about what matters in the
  content area.
• The teacher understands, appreciates, and builds
  upon student differences.
• Assessment instruction are inseparable.
• All students participate in respectful work.
• Students and teachers are collaborators in
  learning.

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Key Principles of a Differentiated Classroom

• The teacher adjusts content, process, product
  in response to student readiness, interests, and
  learning profile.
• Goals are maximum growth and continued success.
• Flexibility is the hallmark of a differentiated
  classroom.

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Jigsaw
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Mini-DBQ
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What is a DBQ?

• Document-Based Question
• Asks you questions about written or printed
  materials.
• Some questions can be answered in one or two
  sentences.
• Some questions require taking information from
  several documents to write a paragraph or more.

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Looking at the Whole Picture - developing the Big
Question

• The best questions center on issues
• Compare/Contrast
• Illustrate similarities and differences
• Illustrate bias or point of view
• Describe change over time
• Discuss issues categorically socially,
  economically, politically
• Explain causes and effects of historic events
• Examine contending perspectives on an issue

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Sample Big Questions

• Describe the conditions in _________ that led to
  ___________.
• Discuss the effects of _____________ on
  ______________ .
• Evaluate the problems/difficulties that led to
  __________.
• What were the consequences of __________?

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Sample Big Questions

• Discuss the positive and negative effects of
  _____________.
• Should ________________ be praised or condemned?

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What are scaffolding questions?

• Scaffolding questions are essential questions
  included after each document
• Provide information that will help students
  answer the big question
• Should be clear and specific

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Sample scaffolding questions

• What are the pictures and symbols in this
  cartoon?
• What does this cartoon tell you about
  ______________?
• What expectations might you have about
  ________________ after hearing this speech?
• According to the poster, what were two reasons
  for ______________?

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Critical Thinking
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Which Strategies Encourage Critical Thinking?
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• (21)  Social studies skills. The student applies
  critical-thinking skills to organize and use
  information acquired from a variety of sources
  including electronic technology. The student is
  expected to
• (A)  differentiate between, locate, and use
  primary and secondary sources such as computer
  software interviews biographies oral, print,
  and visual material and artifacts to acquire
  information about selected world cultures
• (B)  analyze information by sequencing,
  categorizing, identifying cause-and-effect
  relationships, comparing, contrasting, finding
  the main idea, summarizing, making
  generalizations and predictions, and drawing
  inferences and conclusions
• (C)  organize and interpret information from
  outlines, reports, databases, and visuals
  including graphs, charts, timelines, and maps
• (D)  identify different points of view about an
  issue or topic
• (E)  identify the elements of frame of reference
  that influenced participants in an event and
• (F)  use appropriate mathematical skills to
  interpret social studies information such as maps
  and graphs.

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• (22)  Social studies skills. The student
  communicates in written, oral, and visual forms.
  The student is expected to
• (A)  use social studies terminology correctly
• (B)  incorporate main and supporting ideas in
  verbal and written communication
• (C)  express ideas orally based on research and
  experiences
• (D)  create written and visual material such as
  journal entries, reports, graphic organizers,
  outlines, and bibliographies and
• (E)  use standard grammar, spelling, sentence
  structure, and punctuation.

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• (23)  Social studies skills. The student uses
  problem-solving and decision-making skills,
  working independently and with others, in a
  variety of settings. The student is expected to
• (A)  use a problem-solving process to identify a
  problem, gather information, list and consider
  options, consider advantages and disadvantages,
  choose and implement a solution, and evaluate the
  effectiveness of the solution and
• (B)  use a decision-making process to identify a
  situation that requires a decision, gather
  information, identify options, predict
  consequences, and take action to implement a
  decision.

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Objectives

• TAKS data
• Strategies for accessing the text
• Strategies for engaging students
• Differentiating in the SS classroom
• Critical thinking (skills)

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Useful Websites

• Region XIII
• http//www.esc13.net/
• Region XIII Social Studies
• http//www.esc13.net/socialstudies/
• Social Studies Center
• http//www.tea.state.tx.us/ssc/

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Contact Information

• Carol Curtiss
• 512-919-5288
• carol.curtiss_at_esc13.txed.net
• Tina Melcher
• 512-919-5425
• tina.melcher_at_esc13.txed.net