february 24 ppt for linkedin

Social Studies Curriculum Design with ELA Integration, Grades K-8

Katherine R. Cassioppi K.I.D.S. February 24, 2015

Welcome! I’m Glad You’re Here!

Goals for today:•Explore Social Studies topics while helping students become skilled readers, writers, and thinkers•Design instruction that incorporates Social Studies and ELA standards

• Generate questions to insure rigorous and integrating thinking for problem solving

• Evaluate academic vocabulary

• Examine examples of Social Studies content based literature

Also included, at no extra charge:

• Integrative teaching strategies to use in Social Studies and ELA

• Opportunities to collaborate with peers

• Fun!

My Philosophy…

It is my strong belief that we are

our own best resource!

The Challenge!

• In grades K-5, literacy standards in history/social studies, science, and technical subjects are integrated into the Reading Standards.

• The New Illinois Learning Standards and the CCSS for ELA contain separate literacy standards for grades 6-12 in history/social studies, science, and technical subjects.

The Challenge!

We will look through two lenses: •Elementary ELA areas •Middle School Social Studies content

We will focus on how to combine the two to maximize student achievement through the integration of standards. •Whew!!!

Introduction Activity: A Penny for Your Thoughts

• Think back… what happened in 2009?

Answers could include:• “Miracle on the Hudson”• Somali Pirates/Rescue of

Captain Phillips• The outbreak of the

H1N1 (“swine flu”) influenza strain

• Michael Jackson dies

Now It’s Your Turn…• Take two pennies from

the bag. • Hand it to the person

to your left so that they can do the same.

• After every person has two pennies, select one of them.

• You will share at least one thing that made that penny’s particular year special for you in some way.

• Also share your name and what/where you teach.

What Does Social Studies Look Like in Your Classroom?

Social Studies• What is it?• What does the National Council for the Social

Studies (NCSS) say?• New Illinois Learning Standards for ELA, CCSS

Literacy in History/Social Studies• Illinois State Standards for Social Science and

Mandates• College, Career, and Civic Life (C3)

Framework for Social Studies State Standards

What is Social Studies?Your View…

We will use the strategy of “Think, Pair, Share” with the Frayer Model to examine social studies with your definitions, characteristics, examples, and non-examples.

“Origami” Frayer Model Directions1. Hold a sheet of 8 ½ x 11 inch paper like a

portrait. Then fold the sheet in half horizontally.

2. Now fold the paper in half vertically to create 4 sections if you open it up.

3. On the corner where the folds meet, fold a right triangle with the bottom edge of the triangle parallel to the bottom edge of the paper.

4. Now open the paper flat, put the word in the center diamond, and label the four sections like they are on a regular Frayer Model.

Frayer Model

Carousel Brainstorming • In our groups, we will visit the chart

5 paper “stations” placed around the room.

• Each group will read the passage and make comments about it on the bottom of the chart paper.

• After two minutes, each group will fold their comments so that they are hidden from the next group, using the paper clips.

• Rotate to the right to the next station and continue reading and commenting.

• After all stations have been visited, each group will return to their seats for debriefing.

What is Social Studies?Station 1.) Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

NCSS Task Force on Standards for Teaching and Learning in the Social Studies, 1993, p. 213; http://www.socialstudies.org/standards/execsummary

http://www.socialstudies.org/standards/execsummary

http://www.socialstudies.org/standards/execsummary

What is Social Studies?

Station 2.) James L. Barth (1993) provides a simpler definition of social studies: Social studies is the interdisciplinary integration of social science and humanities concepts for the purpose of practicing problem solving and decision making for developing citizenship skills on critical social issues.

http://www.education.com/reference/article/definitions-social-studies/




What is Social Studies?Station 3.) The humanities (literature, the performing arts, and the visual arts) are an important part of social studies, too (Eisner, 1991). The arts serve two functions. First, they help children better understand the people, places, and ideas they study. Stories, songs, dances, plays, paintings, statues, and other works of art allow students to become acquainted with the people who created them. Second, children can show us what they know by expressing themselves through the arts…. A good social studies unit of study should pull information and ideas from several different fields.





What is Social Studies?

Station 4.) Social studies is taught in kindergarten through grade 12 in schools across the nation. As a field of study, social studies may be more difficult to define than as a single discipline such as history or geography, precisely because it is multidisciplinary and interdisciplinary and because it is sometimes taught in one class (perhaps called "social studies") and sometimes in separate discipline-based classes within a department of social studies.http://www.learner.org/workshops/socialstudies/pdf/session8/8.WhatIsSocialStudies.pdf

http://www.learner.org/workshops/socialstudies/pdf/session8/8.WhatIsSocialStudies.pdf

What is Social Studies?Station 5.) K–12 social studies programs integrate knowledge, skills, and attitudes within and across disciplines. At primary levels, children often learn social studies through learning opportunities that are highly integrated across several disciplines. These often take the form of units constructed around themes. For example, teachers using the theme "time, continuity, and change“ would likely engage young learners in studies using history, science, and language arts. http://www.learner.org/workshops/socialstudies/pdf/session8/8.WhatIsSocialStudies.pdf




What is the common thread?

Let’s Look at a 1st Grade SS Lesson

https://www.teachingchannel.org/videos/tch-presents-social-studies-essentials (start video at 1:48, end at 6:20)

https://www.teachingchannel.org/videos/tch-presents-social-studies-essentials

Star Student Lesson – Turn & TalkThis lesson is taught at the beginning of the year in a

first grade classroom.

Turn to your elbow partner on your left and discuss (45 seconds each):

•How does the teacher weave Social Studies and ELA into the lesson?•What ELA Standards did you observe?•What aspects of Social Studies are evident?

And Now for the Common Core and the New Illinois Learning Standards…

CCSS for ELA

The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.

http://www.corestandards.org/ELA-Literacy/


The Standards set requirements for English Language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.

Beginning in grade 6, the literacy standards allow teachers of ELA, history/social studies, science, and technical subjects to use their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.



The CCSS ELA StandardsReading (includes Literature, Informational Text, Foundational Skills):

•Key Ideas and Details •Craft and Structure •Integration of Knowledge and Ideas •Range of Reading and Level of Text Complexity

Writing (includes Standards for Literacy in History/Social Studies, Science and Technical Subjects):

•Text Types and Purposes •Production and Distribution of Writing •Research to Build and Present Knowledge •Range of Writing •Speaking and Listening •Comprehension and Collaboration •Presentation of Knowledge and Ideas

The CCSS ELA Standards, cont. Speaking & Listening

•Comprehension and Collaboration

•Presentation of Knowledge and Ideas

Language:

•Conventions of Standard English •Knowledge of Language •Vocabulary Acquisition and Use

Standard 10: Range, Quality, & Complexity

•Staying on Topic Within a Grade & Across Grades





Part of the problem is that most people see social studies as learning stories and memorizing names, dates, and places. However, it should be taught as inquiry and argumentation, which fits in well with the major themes found in Common Core.

Christopher C. Martell, Boston Universityhttp://christophermartell.blogspot.com/2014_01_01_archive.html

http://christophermartell.blogspot.com/2014_01_01_archive.html

If you need to tie more social studies into Common Core, the best argument is that social studies serves many needs in the ELA/literacy portion of Common Core, particularly a focus on informational texts, text-based answers, and increased writing from sources.

More importantly, beyond Common Core, social studies is a vital school subject in helping students understand their histories, develop as citizens in a democratic society, and understand the world and cultures around them, not to mention learn to reason and make arguments based on evidence.



With the exception of Standard #5 (Text Structure) and #10 (Text Complexity) most of you are probably already asking this of your students:•Looking for evidence•Central Ideas•Causation•Vocabulary•Point of View and Bias•Multiple types of Media•Fact or Opinion•Primary and Secondary Sources

Don Gifford, Kansas State Department of Education

http://community.ksde.org/LinkClick.aspx?fileticket=X22uYDR6I0Q%3D&tabid=5576&mid=13672




New Illinois Learning Standards

Compared to Illinois’ former learning standards, the new standards in ELA encourage three major instructional shifts:•Balance the amount of literature and informational texts•Use textual evidence to support reading and writing•Expand academic vocabulary

Instructional Shifts in ELA Instruction under the Illinois Learning Standards, incorporating the Common Core

Instructional Shift Examples

Reading nonfiction and informational texts

• In K-5, students spend equal time reading informational texts and literature (50/50)

• By grade 12, the ratio of informational text to literature during the course of an entire school day is (70/30)

Using textual evidence to support reading and writing

• Use of well-defended claims in writing• Students must read texts in order to answer

questions (rather than using prior knowledge or experience)

Expanding academic vocabulary

• Texts increase in complexity across grade level

• Focus on academic vocabulary and words that appear across disciplines

http://www.isbe.net/common_core/pdf/ccs-fact-sheet-ela-1113.pdf

http://www.isbe.net/common_core/pdf/ccs-fact-sheet-ela-1113.pdf

Instructional Shift with PARCC Alignment

• Engage with Complex Text: Text Complexity, Close Reading, Academic Language

• Extract and Employ Evidence: Text-Dependent Questions, Writing from Sources, Narrative Writing

• Build Knowledge: Informational Text, Content-Area Literacy, ELA

http://education.illinoisstate.edu/downloads/casei/CCSS%20Implementation%20Guide%20copy%20Fall%202014.pdf

http://education.illinoisstate.edu/downloads/casei/CCSS%20Implementation%20Guide%20copy%20Fall%202014.pdf

Turn & Talk

Turn to your elbow partner on your right. Each person should spend 45 seconds to discuss the challenges of:•In K-5, students spend equal time reading informational texts and literature (50/50).•By grade 12, the ratio of informational text to literature during the course of an entire school day is (70/30).

Game Time!

Directions: Take a spoonful of m & m’s and place it in a cupcake cup. In your group, share something about the topic that coordinates with the color of m & m’s. After you share, you may eat that color (if you would like). If you do not have a particular color, you will take a “pass” for that “round.”

Game Time!• Red: Are your political leanings the same as

when you were in your teens? • Green: What was the craziest thing you ever

purchased and why?• Yellow: If you could live at another time, what

time period would it be?• Orange: Where is your preferred vacation spot?• Brown: Describe your favorite holiday tradition.• Blue: Wild Card! Share anything!!!

Illinois State Learning StandardsSocial Science

• Goal 14 – Political Systems• Goal 15 – Economics• Goal 16 – History• Goal 17 – Geography• Goal 18 – Social Systems

Illinois State Learning StandardsSocial Science Mandates

• African American History

• Civics and Patriotism• Consumer Education• History Requirement• Holocaust and

Genocide Study• Irish Famine Study• Study of the History of

Women

• Arbor and Bird Day• Leif Erickson Day• American Indian Day• Illinois Law Week

RPS 205 Social Studies Vertical Articulation• Kindergarten – Me• Grade 1 – My Neighborhood• Grade 2 – Cultural Awareness• Grade 3 – My Community• Grade 4 – US Regions/Illinois• Grade 5 – Building a Nation• Grade 6 – Building Civilizations/Government

Foundations• Grade 7 – US/New Nation to Industrialization• Grade 8 – US/Urbanization to Present• Grade 9 – World History or World Geography

College, Career, and Civic Life (C3) Framework for Social Studies State Standards

The C3 Framework for Social Studies State Standards

The result of a three year state-led collaborative effort, the C3 Framework for Social Studies State Standards was developed to serve two audiences: •For states to upgrade their state social studies standards•For local school districts, schools, teachers and curriculum writers to strengthen their social studies programs. •The C3 Framework was purposefully designed to offer guidance for state social studies standards, not to outline specific content to be delivered.

http://www.socialstudies.org/c3




Why do we need the C3 Framework?

• Marginalization of the Social Studies • Motivation of Students• The Future of Our Democracyhttp://www.socialstudies.org/c3/c3framework

The C3 Framework for Social Studies State Standards

Its objectives are to:

a)enhance the rigor of the social studies disciplines;

b)build critical thinking, problem solving, and participatory skills to become engaged citizens; and

c)align academic programs to the Common Core State Standards for ELA and Literacy in History/Social Studies.





To help with ways to connect all the social studies disciplines to Common Core, I would recommend looking at the recently released C3 Framework. Supported by national history and social science organizations (including the NCSS), an outstanding writing team created this framework to help guide states revise their social studies frameworks (much like science groups created the Next Generation Science Standards). It is aligned with Common Core and it breaks it down by social studies disciplines (history, government/civics, geography, economics) and includes student goals for grade levels (2nd, 5th, 8th, and 12th).



C3 Framework OrganizationDimension 1: Developing Questions and Planning Inquiries

Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, History)

Dimension 3: Evaluating Sources and Using Evidence

Dimension 4: Communicating Conclusions and Taking Informed Action

http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

The C3 FrameworkThe C3 Framework changes the conversation about literacy instruction in social studies by creating a context that is meaningful and purposeful. Reading, writing, speaking and listening and language skills are critically important for building disciplinary literacy and the skills needed for college, career, and civic life. Each of the Four Dimensions are strategically aligned to the Common Core State Standards for ELA and Literacy in History/Social Studies.

http://www.socialstudies.org/c3/c3framework

The C3 Framework and the Common Core

This video looks at the connections between the C3 Framework and the Common Core.

https://www.youtube.com/watch?v=sjjcmV0ujpI

(video 5:02)

After the video, turn to your elbow partner on your left and share the main points of this video.

https://www.youtube.com/watch?v=sjjcmV0ujpI

Why Vote? 5th Graders Take Informed Action

This video demonstrates the transformation of a traditional lesson about the fundamental principles of representative democracy into an opportunity for students to understand the importance of voting and participating in civic life.

http://www.socialstudies.org/c3/5thGradersTakeInformedAction

(video 5:16)

http://www.socialstudies.org/c3/5thGradersTakeInformedAction

ELA/S.S. Integrated Lessons

The integrated lesson must be a useful means of accomplishing a worthwhile social studies goal. The lesson must represent social education content appropriately and not distort the integrity of the subject matter. The lesson must be geared to the appropriate level of difficulty and be feasible for implementation within the constraints under which the teacher and students must work.

http://ims.ode.state.oh.us/ode/ims/rrt/research/Content/elementary_education_what_we_know.asp

ELA/S.S. Integrated Lessons• Does this lesson have a significant social

education goal or is it forcing integration for integration sake?

• Will this lesson guide students to understand the subject better?

• Would this be a desirable lesson for a social studies unit if it did not feature cross-subjects integration?

• Will the lesson provide quality sequencing in teaching social studies?



ELA/S.S. Integrated Lessons• Does the lesson allow students to apply

authentically important social studies content?

• Does the lesson involve authentic application of skills from the other disciplines?

• Is the lesson structured properly; will students understand and be able to explain the lesson’s social education purpose?


Turn & Talk

Turn to your elbow partner on your right. Each person should spend 45 seconds mentioning one or two ways you could integrate Social Studies and ELA into what you already do.

ELA / S.S. Examples: KMost Kindergarten classes have a Morning Meeting during which the teacher reviews the calendar, weather, what students did yesterday or over the weekend/vacation, and reads a letter to the class outlining the coming events of the day. It is a perfect time to infuse Social Studies Practices. •How does geography affect me?•How does the past, present and future describe points in time?

http://www.pnwboces.org/ssela/sample_lessons/Kindergarten/Unit1/Lesson8.htm

http://www.pnwboces.org/ssela/sample_lessons/Kindergarten/Unit1/Lesson8.htm

ELA / S.S. Examples – K-2Grades K-2: American Symbols: The Flag, the Statue of Liberty, and the Great Seal

In this lesson the students will be closely examining the national flag of the United States. After this close examination, the students will employ critical thinking skills to demonstrate their understanding of the symbolism of the flag. The students will demonstrate their understanding during class discussions and through drawing or written assessment activities.

https://www.gilderlehrman.org/programs-exhibitions/improve-your-teaching-with-primary-documents-and-historical-texts



ELA / S.S. Examples – 1st First Grade: All Families Are Different, Yet the Same

Through Read-alouds, a “Celebrations Chart,” and the construction of a “Class Celebrations Book,” children will be exposed to a variety of cultural traditions. Students will recognize the similarities and differences between their own family and those of others around them or those portrayed in the books being read. They will reflect on the traditions of others as they respond to a writing prompt.•How are families both different and the same?

http://www.pnwboces.org/ssela/sample_lessons/FirstGrade/Unit2/Unit2_Lesson4.htm

ELA / S.S. Examples – 2nd Grade 2: It’s Your Right to Vote

This lesson would be appropriate to implement around Election Day. Students will understand why citizens vote and will learn about the voting process. Students will participate in an authentic voting situation.•How do good citizens participate in their government and community?

http://www.pnwboces.org/ssela/sample_lessons/SecondGrade/Unit1/Unit1-Lesson3.htm

RI.3.3 – Grade 3 Reading Informational Text

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence and cause and effect.

Strategy/Lesson Suggestion Formative Assessment Suggestions

Cause and Effect. This strategy allows students to use critical thinking about a topic or event. Definitions below simplify the terms for students. Cause: An event that makes something else happen. Effect: The result of the cause. The effect happens after the cause.

http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-k-5.pdf

After reading a historical selection have students list three to five key events on separate note cards, referring to the text. A student can then rearrange the cards, exchange with a classmate who will organize the cards in sequential order, and then write a narrative summary using transition vocabulary such as first, next, then and finally. This could also be done with a science experiment. Students can record the steps from a procedure or other sequential event on separate cards. They then exchange with a different group who then decides the proper order. When called on, the group will stand and show their cards in sequential order. They will defend their reasoning for the order.


RI.4.1 – Grade 4 Reading Informational Text

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Strategy/Lesson Suggestions Formative Assessment Suggestions

Informational Text T-Chart. Create a T-chart and on the left record text information that helps a student learn about a topic or concept. On the right record the student’s answers to the following critical thinking questions. Refer to text to support reasoning. •What is the most important information and why? •What are the most important facts? •Why did the author want the reader to learn these?

After reading about a region or a state, students write a Top Ten list of the most important attributes about the region/state. Students should defend their judgments with information from the text.



ELA / S.S. Examples – 5th Fifth Grade: Sugar and the African Slave Trade

The multiple connections between sugar and the need for labor will be explored in this lesson. Maps will be analyzed. The resulting slave trade will be looked at as an economic system, ad the question raised is slavery still present in the world today? Students will read and analyze a newspaper article, and create original posters on the topic.•Was European exploration and colonization positive or negative for human beings?

http://www.pnwboces.org/ssela/sample_lessons/FifthGrade/Grade5/Unit2/Unit2_Lesson4.html

ELA / S.S. Examples – 5th Grade 5: What was the purpose of the Preamble?

This 5th grade lesson is designed as an introduction to the study of the Constitution. The lesson’s focus on the language of the Preamble provides teachers with an opportunity to increase student reading comprehension and disciplinary understanding.

http://www.calhum.org/files/uploads/program_related/TD-Purpose-of-the-Preamble-Lesson.pdf

ELA / S.S. Examples – 6th

Sixth Grade: Turning Points – Making a Claim about the Neolithic Revolution

In this lesson, students will discuss the concept of a turning point, organize an argument to a prompt and complete an argumentative essay. •Does society change as a consequence of human development or environmental change or both?

http://www.pnwboces.org/ssela/sample_lessons/Grade6/Unit1/Unit1_Lesson5.html

Reading Standards for Literacy in History/Social Studies (RH)Key Ideas and Details

StandardsStudents are expected to:

Explanations and Examples

6-8.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources

http://www.azed.gov/standards-practices/files/2011/06/2010-ela-literacy-in-history-social-

studies-standards-common-core-explanations-and-examples-

grades-6-8.pdf

The standard asks students to use textual evidence from a primary or secondary source document to support their analysis of that document.

Textual evidence includes facts, figures, details, quotations, or other sources of data and information that provide support for an analysis. It can also include the author’s main point, purpose and perspective, fact versus opinion, differing points of view, bias, credibility and validity of the text. Some common types of primary (first-hand) and secondary (second-hand) sources for analysis include: journals, maps, illustrations, photographs, documentaries, logs, records, etc.

Example:

During an election year, students read campaign literature of a candidate (pamphlets or on-line), analyze the candidate’s stance on an issue and cite information from the campaign literature to substantiate the candidate’s viewpoint. Presentation of the analysis could be in written or oral form.

Reading Standards for Literacy in History/Social Studies (RH)Key Ideas and DetailsStandardsStudents are expected to:

Explanations and Examples

6-8.RH.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

http://www.azed.gov/standards-practices/files/2011/06/2010-ela-literacy-in-history-social-studies-

standards-common-core-explanations-and-examples-grades-6-8.pdf

The standard asks students to identify the important information from a primary (first hand) or secondary (second hand) source and to create a summary of the information based solely on the document.Some common types of primary and secondary sources for analysis include: journals, maps, illustrations, photographs, documentaries, logs, records, etc.Examples:•Students read the Mayflower Compact of 1620, identify the critical information and then create a written or oral summary of the content of the document based only on the information in the document.•Students read a translation of the Laws of Hammurabi, identify the critical information and then create a written or oral summary of the content of the document based only on the information in the document.

ISBE Resources

http://www.isbe.net/common_core/htmls/resources.htm

Turn & Talk:

Turn to your elbow partner on your left and share some new ideas that you now have.


Part II – Academic Vocabulary

Academic Vocabulary

How do you teach vocabulary in any subject?

Vocabulary Factoids

• Vocabulary assessed in 1st grade predicted over 30% of reading comprehension in the 11th grade.

• While four encounters with a word did not reliably improve reading comprehension, 12 encounters did.

• The same student placing in the 50th percentile in reading comprehension with no direct vocabulary instruction

Need to Build Academic Vocabulary

• Teaching specific terms in a specific way is the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand content.

• The more terms a person knows about a given subject, the easier it is to understand – and learn – new information related to that subject.


• Many students acquire background knowledge outside of school – they come to school with the knowledge to succeed in school.

• Students from families with fewer resources may have lacked the experiences necessary to acquire academic language background outside of school.

• As time progresses the gap in academic background knowledge becomes larger.


• Given the importance of academic background knowledge and the fact that vocabulary is such an essential aspect of it, one of the most crucial services that teachers can provide, particularly for students who do not come from academically advantaged backgrounds, is systematic instruction in important academic terms.

Creating a List of Academic Vocabulary Terms

Vocabulary terms should be divided into 3 categories:•Critically important•Useful but not critical•Interesting but not very useful

Each school discipline should develop its list of “Critically Important Terms”

Building Academic Vocabulary Resource

http://www.docstoc.com/docs/16297365/Building-Academic-Vocabulary-Based-on-research-by-Robert-Marzano-Debra-Pickering-Vocabulary-Factoids-Vocabulary-assessed-in-1st-grade-predicted-over-30-of-reading-comprehension-in-the-11th-gra#

RPS 205 S.S. Vocabulary K-6

Turn & Talk

Turn to your elbow partner on your right. Each person should spend 45 seconds to share what vocabulary method works well for you or something that you would like to try!

Academic VocabularyA great reference for teaching vocabulary in all content areas!


Part III – Using Literature in Social Studies

Using Literature in Social Studies

Please review one of the books at your table

Take 3 minutes to discuss:•Social Studies context or themes•Relevance to the New Illinois Learning Standards for ELA and/or state standards for Social Studies•Student interest level

What Are the Benefits of Using Literature in Social Studies?

• Goes beyond the textbook• Connects the experiences of the past to the

present• Assists students in understanding figurative

language, style, irony, point of view, and theme

• Helps children understand their cultural, ethnic and religious heritage in both fiction and nonfiction


• New knowledge and information in a variety of formats

• Makes connections to the students and builds a common background

• Expands child’s knowledge of human events• Provides balance between the facts and

human characteristics• Stimulates creative thinking and problem-

solving

Using Literature in Social Studies

… the use of children’s literature serves as a vehicle for weaving social studies across the curriculum, helping students make linkages between disciplines; it provides a context for learning, enriching the curriculum, and alleviating the time crunch that teachers are under for larger blocks of time for the social studies.

Bonnie Meszaros, University of Delawarehttp://www.udel.edu/dssep/articles/meszaros.htm

Using Literature in Social Studies• Can be used in Guided Reading groups• Directed Reading Thinking Activity (DRTA)

works well with expository texts, such as nonfiction information literature

• Vocabulary in action!


• Reading increases vocabulary, including content-specific terms

• Often more up-to-date than textbooks• Allows readers to experience other times,

other places, other people, and other cultures with empathy

• Leads to thinking critically

Let’s Talk Dr. Seuss! (Themes)• Horton Hears A Who: Democratization in post-war Japan,

treating Japanese people with respect and really listening to them Explain that the United States occupied Japan after World War II, and this is the period Horton is dealing with.

• Yertle the Turtle: Hitler, thirst for power• The Sneetches: Anti-Semitism, racism, tolerance; explain to

students that the Nazis often required Jews to wear yellow stars on their clothing to identify themselves as Jewish

• The Cat in the Hat: General subversion and rebellion against authority, new optimism and energy of the 1960s

• The Lorax: Conservation, corporate greed, against the consumer culture

• The Butter Battle Book: Cold War, against silly conflict that escalates into a dangerous situation

http://www.pbs.org/independentlens/politicaldrseuss/edu_1.html

Some Helpful Resources…Connecting Social Studies and Children’s Literature: •http://blog.richmond.edu/openwidelookinside/archives/22

Children’s Books and Websites For Teaching Social Studies•http://people.wku.edu/kay.gandy/Books%20and%20Websites.pdf

Literature with Social Studies Themes•http://www.udel.edu/dssep/literature.html

Notable Social Studies Trade Books For Young People•http://www.socialstudies.org/notable

Carol Hurst’s Children Literature Site•http://www.carolhurst.com/subjects/curriculum.html


Part IV – Questioning

Questioning

How can we augment our question-asking strategies?

Questioning• How can we as teachers get our students

to think?• How does “wait time” make a

difference?• How are questions created to

increase student thinking?

Questioning

How does “wait time” make a difference???

“Wait Time”• Teachers use strategic questioning to direct

the learning. Did you know that the average teacher asks 400 questions per day?

• Most teachers ask questions at the knowledge and comprehension level with a short wait time of 1 to 3 3 seconds and require a right or wrong response.

“Wait Time”• Classroom observations also reveal that if a

student manages to get a response in, most teachers tend to ask another question within an average time span of 9⁄10 of a second!

• With so many questions coming at them, students have little time to think.

• Is this a problem? Yes! But here's an interesting solution: Increase the time between asking a question and having students respond to that question from the typical 1 second to 5 seconds.

“Wait Time”• Believe it or not, this simple act produces significant

and profound changes in the classroom, including:• The length of student responses increases 400 to 800

percent.• The number of unsolicited but appropriate responses

increases.• Failure to respond decreases.• Student confidence increases.• Students ask more questions.• Student achievement increases significantly.

http://www.awakenteenleadership.net/writing/wait-time-a-teachers-secret-weapon

“Wait Time”

• Wait time provides students time to percolate a question down through their brain cells and create an appropriate response. After you ask a question, let it percolate in students' heads for a while. And after a student responds, let the response percolate as well.

• Adding wait time to your teaching repertoire will, perhaps more than any other teaching strategy, have the greatest impact on student performance.

Questioning

How are questions created to increase student thinking?

A Question Creation Chart (Q-Chart)

A helpful instructional tool that can be used by the students as well as the teacher.

Question Creation Chart (Q-Chart)A Q-chart is a tool that teachers use to help their students develop many skills such as:•Deepening comprehension skills•Strengthening their ability to predict•Developing questioning skills•Modeling what good readers do•Developing attentive listening skills•Providing a forum for sharing and discussing texts

Here’s Another Q-ChartSimilar but the order on the left side has been changed…

Where do you think this question fits into a Q-Chart?

Why would a teacher want to be familiar with the fire drill procedures?


When asking questions, why might pausing before calling on a student be of benefit?


Why, in asking open-ended questions, can this lead to higher-level thinking?

Q-Chart in a Lesson1. Please read silently the first page of the handout on

The Constitutional Convention.

2. As you read, think of questions that could be asked from the reading.

3. With a partner, create questions using the Q-Chart.

4. Exchange your chart with another pair and answer their questions.)

5. Exchange charts at least 2-3 times.

6. Review and discuss the questions. http://betterlesson.com/community/lesson/2238/the-constitutional-convention?from=search

Q-Chart in a Lesson, continued• Give each student a passage and instruct them to read it.• Also instruct them to think of questions that could be asked

from the reading. • Discuss the passage. • Place the students into pairs and give each pair a Q-Chart. • Instruct them to create questions using the Q-Chart. • Once a pair finishes their Chart, have them exchange their Chart

with another pair. • Direct them to record, then answer the questions from the

exchanged Chart. • Encourage the students to exchange charts at least 2 -3 times. • Review and discuss the questions.

Q-Chart in a Lesson, continued

Differentiation: • Ask the students to write the questions and

answers on an index card. Make a poster-size Q-Chart. Instruct the students to exchange cards, then place them on the poster or chart paper.

A “Try-to” List for Questioning• Pause after asking a

question (wait time).• Avoid frequent

questions which require only a yes or no answer.

• Follow up student responses with the question “why?”

• Limit the use of questions which rely completely on memory.

• Avoid repeating a student’s answer.

Every Minute Counts: Making Your Math Class Work by David R. Johnson

A “Try-to” List for Questioning

• Avoid directing a question to a student for disciplinary reasons.

• Avoid calling on a particular student before or immediately after asking a question.

• Ask questions that are open-ended.

• Use the Q-Chart to assist in this process.

A “Try-to” List for Questioning

1. Write out some questions when planning the lesson.

2. Establish your expectations for behavior before beginning the questioning period.

3. Call on a variety of students.

4. Ask questions that are the appropriate level for each student.

5. Provide students with sufficient wait time after asking a question and before responding to their comments.

How a Q-Chart Can Be Used in Lesson Planning:

• Use the grid to create questions that range from lower level to higher level.

• Can be used as an assessment tool.

A Q-Chart Suggestion

• Project your planned questions on a screen using overheads or PowerPoint slides so that students can see them on the screen and hear the teacher asking them. (Both visual and auditory input.)

Examples of Compelling Questions (EQ’s) in Social Studies

• Whose “story” is this?• How can we know what really happened in the

past?• Should media expression be restricted or

regulated? When? Who decides?• Was the Civil Rights movement successful?• Is violence ever justified?• What is worth fighting for?


• Why do people move?• How did we get to here?• What can artifacts tell us about a civilization

or culture?• Why is that there? (geography)• How should governments balance the rights

of individuals with the common good?• Is there ever a “just” war?


• What does liberty look like?• What is the line between liberty and

responsibility?• How does liberty change from place to place?• Does more liberty mean more prosperity?• When did Americans gain their liberty?


Part V – Strategies That Can Be Used in Social Studies to Support ELA

Anticipation GuidesAn Anticipation Guide is a before reading strategy used to start students thinking about what they know (or think they know) about a topic. The teacher develops the Anticipation Guide by creating 5-10 statements about the content students will be exploring. Students read each statement and Agree or Disagree with it. They do not have to share their answers, but they have to put an answer for each statement. After they have agreed or disagreed with each statement, students are to read the related text, and they can change or revise their answers if they learn something new. The Anticipation Guide may be used as an assessment for learning, but should not be used for a grade.

Anticipation Guides• Assess prior knowledge • Provide explicit links between background

experience, past learning and new concepts • Guide students to make their own links

between background experience, past learning, and new concepts

• Focus attention• Encourage critical thinking• Promote discussion/interaction

K. I. M.(Key Idea, Information, Memory Clue)

Write the term or key idea (K) in the left column, the information (I) that goes along with it in the center column, and draw a picture of the idea, a memory clue, (M) in the right column.

K.I.M.Key Idea Information Memory Clue

Popular sovereignty

Political power rests with the people who can create, alter, or abolish government.

Unrestricted submarine warfare

A German policy during World War I designed to challenge the supremacy of the British fleet in the Atlantic Ocean. Unrestricted submarine warfare was one of the main reasons for the entry of the United States into World War I.

K. I. M.The key idea may be a new vocabulary word, or a new concept. The information may be a definition or it may be a more technical explanation of the concept. The memory clue is a way for students to fully integrate the meaning of the key idea into their memories. By making a simple sketch that explains the key idea, students synthesize and interpret the new information, making it their own. Then, students can reference their drawings to easily remember new key ideas.

List – Group - Label

• Select a main concept in a reading selection.• List: Have students brainstorm all the words they think relate to the

topic.– Visually display student responses.– At this point do not critique student responses. Some words may not

reflect the main concept, but hopefully students will realize this as they begin grouping the words in the next step.

• Group: Divide your class into small groups. Each group will work to cluster the class list of words into subcategories. As groups of words emerge, challenge your students to explain their reasoning for placing words together or discarding them.

• Label: Invite students to suggest a title or label for the groups of words they have formed. These labels should relate to their reasoning for the grouping.

Word Sort

• There are two types of word sorts: closed and open. In closed word sorts the teacher defines the process for categorizing the words. This requires students to engage in critical thinking as they examine sight vocabulary, corresponding concepts, or word structure. In open word sorts the students determine how to categorize the words, thereby becoming involved in an active manipulation of words.

““History is the witness that testifies to the History is the witness that testifies to the passing of time; it illuminates reality, vitalizes passing of time; it illuminates reality, vitalizes memory, provides guidance in daily life, and memory, provides guidance in daily life, and brings us tidings of antiquity.” brings us tidings of antiquity.” Cicero, Roman politician and philosopherCicero, Roman politician and philosopher

"Children are the living messages "Children are the living messages we send to a time we will not see." we send to a time we will not see."

John W. Whitehead, founder, John W. Whitehead, founder,

Rutherford InstituteRutherford Institute

Reading and writing, like everything else, Reading and writing, like everything else, improve with practice. And, of course, if improve with practice. And, of course, if there are no young readers and writers, there are no young readers and writers, there will shortly be no older ones. there will shortly be no older ones. Literacy Literacy will be dead, and democracy - which many will be dead, and democracy - which many believe goes hand in hand with it - will be believe goes hand in hand with it - will be dead as well.dead as well.

Margaret Atwood, author of “The Handmaid’s Tale

Exit TicketOn your Exit Card, write:• The most important thing I learned today…• One topic you would like to know more

about…• What questions, ideas, and feelings have

been raised by this workshop?http://service.columbia.k12.mo.us/lhagen/files/2013/07/Exit-Entrance-Slip-explanation-examples.pdf

Thank You!

Katherine R. Cassioppi,

Independent Consultant

Social Studies Curriculum and Instruction K-12

[email protected]

Cell: 815.540.5468

The vision for Social Studies:

Educate, Engage, Excite!

Bonus Footage

A Game…

•Groups of 3 or 4.•One envelope per group. Wait for the signal to open the envelopes.•Follow the instructions found in the envelope.•At the six-minute signal, stop.•Each group will describe the game and how the group felt.

http://www.archives.gov/education/lessons/constitution-day/game.html

The Constitutional Convention

In May of 1787, outstanding citizens from 12 states gathered in Philadelphia. They planned to be there only a little while. They had come to improve the Articles of Confederation and try to create more unity and cooperation among the states. Rhode Island sent no representatives. How did those men feel that May?


The Constitutional Convention

Today, you used 12 paper clips. They represent the patriots who came from the 12 states. The die represents luck and each day that rolled around from May 25 to September 17. You figured out how to play the game. They figured out how to write our Constitution. And while they went about the great task of writing the United States Constitution, they probably felt much the same as you did today.


Rockford Stories

Created by Amanda Becker, Auburn High School Social Studies Teacher, in 2009, to share

with third grade teachers in RPS 205.

•How might this activity be used in a classroom?•Is it grade level specific?•How could it be modified for what/how you teach?

february 24 ppt for linkedin

Documents

social studies ncss

social studies topics

social science

social studieswhat

integration of standards

reading standards

chart paper

inch paper