GRREC February 15 2018 Dr Jana Kirchner Tentative Plan for the Day Update on the standards process Sharing strategiesresources you have tried Resources for teaching integrating economics ID: 788575
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Student-Centered Social Studies Strategies: MS & HS – Day 2
GRRECFebruary 15, 2018Dr. Jana Kirchner
Slide2Tentative Plan for the Day
Update on the standards processSharing strategies/resources you have triedResources for teaching integrating economics Review - What does inquiry in social studies look like?
Seeing lessons and strategies in actionExamining resources & planning an inquiry lessonLocating sources & exploring sites Embedding literacy strategies & evaluating sources Sharing your ideas
Slide3What’s New with Social Studies Standards?
KDE OTL Webcast - SS Standards Revision - 1/23/18
Slide4Mix & Mingle/Speed Date
Topics: What is a strategy you have tried since our PD in October? How did it go?What are your favorite SS teaching strategies or resources?
What is a unit or lesson topic you will be teaching soon that you would like some help planning?
Slide5Integrating Economics
Challenges? Lesson ResourcesQuality Websites
Slide6Adventures in Economics and U.S History by Suzanne Gallagher and Martha Hopkins
Volume 1 – Colonial AmericaVolume 2 – A Young NationVolume 3
– The Twentieth Century
Slide7Lesson: The Manufacturing North
Vocabulary:ProductivityProfitEntrepreneurCapital ResourceLossConsumer
LaborInstructions:
-Home Factories: “putting out system” -1700s/early 1800s-Work in families-Make goods for the entrepreneur after receiving cotton -Make the product:
cloth circle-Pay – 4 chips per circle -Calculating profits
Slide8Lesson: The Manufacturing North
Home production
Textile Mill Production
Spinning Jenny
Mechanical Loom
Spinning Wheel
Slide9Lesson: The Manufacturing North
Textile Mill Production:-Work in the textile mill-Make goods for the entrepreneur after receiving cotton -Make the product: cloth circle-Pay – 2 chips per circle Capital resources (scissors)-Calculating profits
_________________________________________What does the data show?Connections to what really happened in history
Kirchner Textile Mill
Slide10Immigration: Most Everyone Came from Somewhere Else
Learning Targets:I canidentify incentives which motivate immigrants to come to the U.S.explain costs, benefits, and opportunity costs and how they are reflected in the story of immigration.
Slide11Four Corners/Position Continuum
Options:
4 Different Answers OR SA, A, N, D, SD
Options:
Yes/No for opinion questionsPro/Con for debates
Hero/villain – historical or literary character
Effective/ineffective solution or action
Slide12Resources for Teaching Economics
Council for Economic Education Econ Ed Link Econfun
Federal Reserve Education
Slide13Slide14Slide15Slide16Slide17What does it mean to read and think like a historian? (geographer, economist)
Skills needed?Types of sources (texts)used?
Slide18C3 Inquiry Arc – What does inquiry in social studies look/sound like?
Slide19Slide20“Texts” as Evidence or Clues
Slide21Reading Strategies for Social Studies: K-12
By Stephanie
Macceca
Collection of literacy strategies & graphic organizers
Social studies examples with each strategy
CD to customize the templates
Slide22Inquiry-Based Lessons in U.S. Historyby Kirchner & McMichael
About the Book:
Structure of LessonsHistorical Background -3 lessonsOrganizing QuestionStrategies UsedMaterials NeededLesson PlanLesson HookThe Organizing QuestionExamine the Sources
Make a Hypothesis
Slide23Designing Inquiry Lessons
1. Begin with the Question(s) Question Formulation Technique – Q FocusQ Chart with a visualPicture Prediction2. Then add text(s) Visuals – maps, art, political cartoons
Primary sources Secondary sources
3. Embed literacy strategies
& analyzing sources skills
Slide24Question Formulation Technique
Use a Question Focus (
Qfocus
) to ask questions about.
Produce your Questions
Improve your Questions
Categorize as closed or open-ended
Prioritize your Questions
3 most important
Why you chose them
Next Steps/Reflection
http://rightquestion.org/
Slide25Lesson:
Slide26
Slide27Wood engraving published in
Frank Leslie’s Illustrated Newspaper,
July 2, 1887, Library of Congress
Slide28Picture Prediction: Greece
Slide29Designing Inquiry Lessons
1. Begin with the Question(s) Question Formulation Technique – Q FocusQ Chart with a visualPicture Prediction2. Then add text(s) Visuals – maps, art, pictures, etc.
Primary & secondary sources4. Make a hypothesis –answer question(s)with evidence from the text(s)
3. Embed literacy strategies
& analyzing sources skills
Slide30Step 3: Strategies for Analyzing Sources
Reciprocal Reading
Annotating Text Sketching Through the TextVery Important Points (VIPs)
Compare/contrast – Venn diagrams SOAP(S)Frayer
Model
Library of Congress Analyzing Primary Source Templates
Picture Quadrants
Gallery Walk
3. Embed literacy strategies
& analyzing sources skills
Slide31Lesson Questions
How did Greek achievements contribute to modern theater? How did Greek theater reflect the values and beliefs of Greek culture?
Slide32Reciprocal Reading
Teacher Instructions: Choose a text. Chunk it into sections. Divide into groups of 3 and assign roles. You may need to model a section together first.Student Instructions: Read and annotate a section individually first, then stop at the end of each chunk and discuss it using your role: Question, Clarify, & Summarize. Use the boxes to write down others’ ideas.After discussing all sections of the text, discuss with your group answers to the two lesson questions. Find specific examples from the text as proof.
Look back at your picture prediction. What parts were accurate? What parts did you predict incorrectly?
Slide33Picture Prediction (Kendra Pate, Muhlenberg County HS)
Directions: Write down any words that you think of when you look at the pictures. Think about what you will be reading, and write down what you think the reading will be about.Words:
Prediction:________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Image 2
Image 3
Image 4
Image 6
Image 1
Image 5
Slide34Sketching Through the Text & Gallery Walk
Slide35Union Camp Nelson in Kentucky
Confederate Camp
Slide36Very Important Points (VIPs)/Compare-Contrast
Question: What was life like for soldiers in a Civil War camp?
1. Primary Source – Civil War Letter, 1862, from Scottsville, KY2. Secondary Source – “Life in a Civil War ArmyCamp” from Encyclopedia of the Civil War Reading Assignments: (
4 VIPs)1 – Primary source2 – 1st page of Life in a CW Army Camp3 – 2nd page of Life in a CW Army Camp
Share VIPs with people who read other texts. Compare/contrast the similarities and differences in the texts using the hula hoop Venn diagrams and post-it notes.
Grades 6-8
: Analyze the relationship between a primary and secondary source on the same topic.
Grades 9-10:
Compare/contrast treatments of the same topic in primary and secondary sources.
Slide37Your Task:
Use the SOAPS Primary Source “Think” Sheet to analyze this Civil Rights era document. S - Subject O – Occasion A - AudienceP - PurposeS – Speaker
ADD ONE HERE
Slide38Analyzing Primary Sources
LOC Primary Source Sets
Teacher's Guides & Analysis Tools
Slide39Slide40Joseph Keppler, “Looking Backward” from
Puck, January 11, 1893
Slide41Step 4: Make a hypothesis –answer question(s) with evidence from the text(s)
With your group, brainstorm ideas for step 4 using ideas from the questions used today:
1. How did Greek achievements contribute to modern theater? How did Greek theater reflect the values and beliefs of Greek culture? 2. What was life like for soldiers in a Civil War camp?
Slide42Designing Your Own Inquiry Unit/Lesson
What is a big idea that you want students to know about the topic? (Organizing question)Pull from the standards. Make that into an essential question ORUse a student-generated question strategyWhat texts will you use? (Examine the sources) Locating quality sources Embedding literacy strategies & close reading of textsHow will they “answer” the organizing question?
(Making a hypothesis)Formative assessment ORProduct – presentation, discussion, writing, etc.
Slide43Contact Information
Dr. Jana Kirchner270.779.8651Email: jana@janakirchner.comWebsite: janakirchner.com