Week 5 Literacy in social studies

1
Week 5 Literacy in social studies

• Dr. Nganga

2
Agenda

• Reminders- what is coming up- Childrens
  Literature Assignment due October 1st
• Today
• Readings Duplass Topics 18 (1st EDS) or Topic
  23 ( 2nd EDS)
• Readings F is for Freedom

3
Reading strategies in Social studies

• Social studies can be vital in improving students
  reading writing skills.
• It is therefore important to incorporate reading
  into a comprehensive social studies lesson plan
• Students ability to read are influenced by- two
  genres- Narrative text ( general knowledge from
  fiction non-fiction stories) Informational
  text (social studies content)
• http//rmc.library.conrnell.edu/abolitionism/slave
  _life/selling.htm

4
Reading in social studies

• Narrative text ( general knowledge from fiction
  non-fiction stories) Informational text (social
  studies content)
• Narrative text-
• motivational story driven- for example F is
  for Freedom is a good book to use while teaching
  about freedom slavery and social Justice.
• My Siter Kairitu is sick can be used while
  teaching global education, culture and diversity

5
Reading in social studies

• Allows students to develop procedural Big ideas
  knowledge
• The ability to analyze written information
  form ideas and beliefs is a goal of reading
  instruction in social studies (Duplass, p. 189
  2nd ED)
• - requires- teaching them how to systematically
  question interpret social studies text-
  paragraphs image forms.

6
8 questions for analyzing information

• Is it fiction or fact?
• What is the figurative or literal meaning?
• Is it accurate or inaccurate?
• To what degree is the information biased or
  objective?
• Are there inferred as well as explicit messages?
• Is the authors message subtle or obvious?
• Is there both cognitive and affective appeal?
• What is the authors purpose? (Duplass, P. 189
  2nd ED).

7
Reading strategies

• Reading as homework
• Reading aloud by the teacher
• Independent silent reading
• Rotation reading
• Reading in groups
• Student-teacher shared reading
• Choral reading
• Dramatic reading
• Post reading- Debriefing, summarizing,
  discussions, simulations, projects, Graphic
  organizers basal worksheets

8
Unit Slavery Freedom

• Subject History
• Which grade would you use this book with why?
• Childrens literature F is for freedom by Roni
  Schotter
• Roni Schotter speaks to children as fellow
  writers. She encourages them to turn their ideas,
  enthusiasms, feelings,  even fears  into
  stories by using their imagination and asking the
  question, "What if?"

9
Unit Slavery freedom

• One of the most shameful periods in United States
  history occurred during the nineteenth century
  with the institution of slavery. While slavery
  constituted a social evil that many feel still
  has reverberations in contemporary society, the
  institution also served as a vital economic base
  to southern landowners who relied upon slavery
  for cheap labor. The slaves were considered vital
  to the thriving cotton trade, resulting in a
  "trained" slave being worth 2,500 (a vastly
  significant sum of money for that time period).
  The first organized resistance to the slave
  owners, the Underground Railroad, was started as
  a result of The Fugitive Slave Act of 1850.
• http//www.history.rochester.edu/class/ugrr/hor1.h
  tml

10
F is for Freedom

• What is the story?
• Beginning middle- end
• Characters roles

11
F is for freedom

• What are the themes?
• Based on this story - how were slaves transported
• Important vocabularies

12
Unit ideas The underground rail road

• Vocabularies from Research Underground Railroad,
  slavery, emancipation, abolitionist, fugitive,
  Quaker, freedom, conductor, station master,
  passenger, North Star, Harriet Tubman
• SkillsInterpreting, relating, charting and
  mapping, identifying, describing, comparing

13
The underground railroad

• The Underground Railroad was not a railroad
  line, but a network of people who helped
  African-Americans escape from slavery in the
  South to freedom in the North and Canada.
• Explain what the Underground Railroad was and
  why it was important?

14
Underground railroad

• What the Underground Railroad did was help
  escaped slaves make their way from the
  slave-owning southern states up through the
  northern states and eventually into Canada and
  freedom. This was accomplished by secretly
  transporting the fugitive slaves from safe-house
  to safe-house, steadily moving north until
  freedom was secured. The refugee slaves tended to
  areas of easier, known, and more secretive
  routes, such as the Mississippi river and the
  Appalachian Mountains.
• http//education.ucdavis.edu/NEW/STC/lesson/socstu
  d/railroad/Map.htm

15
The Slave ACT of 1850

• These laws stipulated that it was illegal for any
  citizen to assist an escaped slave. Furthermore,
  the legislation, which was entitled The Fugitive
  Slave Act (1850) demanded that if an escaped
  slave was sighted, he or she should be
  apprehended and turned in to the authorities for
  deportation back to the "rightful" owner down
  south. It was thought that the Fugitive Slave Act
  would diminish the incentive for slaves to
  attempt escape.

16
Routes

• It is estimated that in the decade before the
  Civil War, the Underground Railroad movement was
  responsible for helping approximately 70,000
  slaves escape and journey safely northwards into
  Canada and subsequent freedom
• http//www.history.rochester.edu/class/ugrr/hor7.h
  tml

17
The underground railroad
18
Underground railroad

• While the stringent laws of The Fugitive Slave
  Act were being enforced and the institution of
  slavery continued unabated, many abolitionists
  (people who did not believe in the institution of
  slavery and worked to end it) assisted escaped
  slaves regardless of the consequences. These
  abolitionists, who were primarily composed of
  Quakers, ex-slaves and other liberal thinking
  citizens, helped establish what was known as the
  Underground Railroad.

19
The secret quilt codes

•  http//www.quiltersmuse.com/underground_railroad_
  and_quilts_blocks.htm
• http//www.quinnipiac.edu/other/abl/etext/ugrr/ugr
  r.html

20
Unit ideas continued

• Evaluation of Unit
• Unit objectives
• Standards