Social Studies
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Social Studies

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Social Studies




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Presentation on theme: "Social Studies"— Presentation transcript:

Slide1

Social Studies Content Integration

Using Historical Thinking Skills to DO History

Slide2

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Social Studies In Elementary School

Get students to DO history

Develop

H

istorical

Thinking and Literacy

Skills

Develop

the students’ idea

of time and place

Instill an interest in the Social Studies

Improve overall literacy skills

Begin to introduce the NCSS themes.

The themes are in your handouts.

Slide5

What Do Historians DO?

Historians study the written records of history in order to gather evidence that will support their answer to a

historical question

.

These written records, or documents, are used to support their interpretation of what happened, who was involved and why it occurred.

Historians do all of this using “historical literacy skills”.

Slide6

Reading Like A Historian

Stanford Education Group

Developed lesson plans for secondary schools using primary source documents.

Awesome website: http

://

sheg.stanford.edu

/

Created historical skills chart that we are going to use today.

Slide7

Slide8

4th Grade, Unit 2Topaz

Essential Question

: How do individuals influence others?

5

th

grade

: Unit 6-

Why do historical conflicts often occur when basic needs or rights are threatened?

I can describe the role of the United States during one of the following wars (World War I, the Great Depression and World War II).

Student Learning Target

: I can understand how the rights and responsibilities of people have changed over time.

Example Performance Assessment

: Was

The U.S. Justified In Using Internment Camps for Japanese-Americans

?

Slide9

OUR TURN TODO HISTORY

In your interactive notebook start a new page and on top of the left hand side write down our assessment question.

Was

t

he

U.S.

justified

i

n

u

sing

i

nternment

c

amps

for Japanese-Americans

?

On the Right hand side, glue in the handout “Historical Thinking Skills: Topaz”

Update the table of contents.

On the Right hand side under the heading “background information” Use your prior knowledge about TOPAZ and write

a SHORT

paragraph about

Japanese Internment Camps.

This would be what you provide to your students using all the various resources. Keep in mind this does not need to be long.

Slide10

Left Hand SideDocument Comparison T-Chart

Document 1

Document

2

Sourcing

Close Reading

Contextualization

Corroboration

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Building Historical Background

Elementary Social Studies is not chronological but a snap shot of different events and periods in history built around bigger concepts or themes.

Background does not need to be comprehensive, but should provide a general historical perspective.

Help build the concepts of time and space

Slide13

Historical Thinking Skill #1Sourcing

Always done BEFORE reading the document

Identifies if a source is a primary or secondary source.

Primary sources were created at the time of an event, secondary sources interpret or analyze primary sources

Answers important questions about the origin of the document.

Refer to the Historical Thinking Skills Chart

Slide14

Sourcing guiding questions And Sentence Starters

Primary or secondary?

Who

When

Why

Prediction

Purpose

Believable

This was written for…

I think the author believes….

I do/don’t trust this document because…

Slide15

Source Document 1

Look at what makes up the skill on the RIGHT hand side of the notebook

Answer at least 3 of the questions from the notes in the Document 1

box on the left had side.

WHAT DO WE KNOW ABOUT THIS SOURCE?

Slide16

Historical Thinking Skill #2Close Reading

Close reading is the careful sustained interpretation of a brief passage of text

.

Wi

kipedia

Use a variety of close reading strategies and text annotations to focus what you want kids to discover from the text.

Refer to the “critical features of instructions” for literacy strategies for

READING in the maps.

Slide17

Close Reading Guiding questions

Claims

Evidence

How does it make you feel?

Convincing?

Anything left out?

Slide18

Read Document 1 Closely

Annotations.

Circle

Evidence that

justifies

or explain injustice for camps.

Highlight

words

or phrases that create emotion.

Make a note of what emotion you have as you read.

Slide19

Historical Thinking Skill #3Contextualization

Contextualization asks students to locate a document in time and place and to understand how these factors shape its content.

Helps kids to connect what else was happening at a particular time

Attempts to place the kids in that time period and to understand how the people may have felt.

Recognize change and continuity. How are things different or how are they the same.

Slide20

Contextualization

What was it like to be alive at this time?

From this document I would guess that people at this time were feeling…

This document might not give me the whole picture because…

What else was going on at this time

?

This is a great time to let students generate questions to increase understanding.

Slide21

Historical Thinking Skill #4Corroboration

Corroboration asks students to consider details across multiple sources to determine points of agreement and disagreement.

Attempts to find elements of truth or fact by comparing more than one source.

When corroborating documents, the other 3 skills need to be utilized.

Only need to compare one other document, but can use many more.

High school AP tests ask students to compare 10-13 documents. That is what we are building for.

Slide22

Document 2

Work with a partner to fill in the

“Document 2” column on

your t-chart using our historical thinking skills.

With your partner discuss each step and how you might do this with your students

Sourcing

Close Reading

Contextualization

Corroboration

Slide23

Student Supports and Assessment

For each step the questions and the number of questions can be designed to help support and develop these skills with students.

Assess each step.

Listen to what kids are discussing in partnerships

Read what they are writing in their notebooks.

What types of questions are they asking you in this process.

Recognize these are skills they build all throughout middle and high school and they WILL NOT be perfect with them and it is a growing and learning process.

Slide24

CLASS DISCUSSION

A big part of developing Historical thinking skills is to be able to listen to others and their thinking.

Always lead a class discussion about the historical question before you give the final performance assessment.

Slide25

BREAK

Slide26

Performance Assessment and the Interactive Notebook

The Left hand side of the notebook can be used for any type of student output that would show their thinking about the assessment question or the student learning target

Assessments can be graded when turned in or just a quick glance and as a unit or individual assignment

Hundreds of great ideas with the focus on student production.

Slide27

Production Assessments should be Engaging!

Give explicit details about what you expect.

Use verbs to tell students what to do, such as draw, outline, create, illustrate, etc.

Explain where in the notebook you should see the assignment.

Tell students specifically what resources they should use to complete the activity

Encourage creativity and imagination when demonstrating the use of historical thinking skills

Use Rubrics, simple or complex

Use historical questions to drive activities

Slide28

Examples

Paste your “List of Examples” on the right hand side of the notebook.

Create a symbol for ideas you OWN!

A second symbol for ideas you WANT to own

!

Make a key for your symbols so you know what they meant next time you look at it.

Slide29

Student Formal Writing orEssay Practice

Formal Essay

Parts of an essay such as claim/thesis, introductions, transitions,

Portions of essay from both perspectives

Slide30

Character Collage

Simple drawing of a figure

Five key words or phrases that describe the background of the figure

Three illustrations or visual symbols that represent the characters point of view or background

At least 4 colors

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Illustrated Timeline

Timeline of chronological events with illustrations to highlight key moments in a particular time period

Include _____ illustrations, or _____ number of events.

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Annotated Illustrations

Create an illustration of __________

Below your illustration write a description of ____________

Can be for a specific moment in time or to illustrate a process such as migration or forced migrations.

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Historical Caricatures orSensory Figures

Represents a historical person or a group of people

Provides their point of view for contextualization

Could be how that person was perceived at that time or how they are perceived now.

Sensory figures incorporate the senses such as what this character might have seen, heard, felt, etc.

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Eulogies

Write a Eulogy to highlight the accomplishments or virtues of a historical character

The eulogy could also exaggerate what that person may have felt or thought at that time

Could also be for a group of people.

Slide40

Poetry

Use historical people, places, or events as the basis of poetry.

Use this activity to reinforce your teaching of poetry.

Slide41

Historical Journal

Assume the role of a person from history

Write a journal or a diary entry that recounts the experiences or feelings that person may have had.

Variations could be historical monuments or markers.

Usually a short summary of the event, followed by an explanation of significance or a justification for that event.

Slide42

Illustrated Dictionary

Great for a focus on vocabulary

Vocabulary word is written out with a definition with an illustration showing historical connection.

Can be used as part of explicit vocabulary routine

Provide a synonym and an antonym for the target vocabulary word.

Great to use with various foldable activities

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Invitations

Invitation to a historical event or important date

Highlight the important facts or details about the information

Could also include what the goal, purpose, or outcome was for the event

Slide45

Perspective Pieces

Annotated drawings, newspaper articles, posters, cartoons that show different perspectives

Show different perspectives of the same person or event

Wanted /Hero posters

Slide46

Political Cartoon or Comic Strip

Show historical thinking skills in a political cartoon.

Provide a historical commentary on a person, place, or event.

Thousands to model from.

Slide47

Slide48

Postcards

Postcards include a graphic or illustration on one side with information on the other

Great way to practice summarization skills

Information can be assigned with a particular point of view or historical perspective.

Slide49

Charts, Graphs, Diagrams and Flow Charts

Charts, Graphs, Diagrams are excellent ways to show historical data.

Simple illustrations are a great addition

Often used on the right side of the interactive notebook to gather, collect, or organize facts to be used in other left side student production activities

Slide50

Graphic Organizers

Graphic organizers are great to use on both the left side or the right side of an interactive notebook.

Examples include a T-chart, spoke diagrams, Venn diagrams, KWL chart, word web, Fact and Opinion, etc.

Slide51

Japanese Internment Camp Performance Assessment

On the Left hand side of your notebook, answer our historical question

Was The U.S. Justified In Using Internment Camps for Japanese-

Americas?

Choose any of the assessment ideas to accomplish this.

Share with your table what you produced for your assessment.

Slide52

Doing History

Students DO history by using a combination of primary and secondary documents to answer historical questions.

When we allow kids to DO history they develop historical thinking skills of sourcing, close reading, contextualization, and corroboration.

When they DO history they develop a better understanding of time and place

Students can DO history in a fun variety of ways using an interactive notebook.

Students DO history to improve literacy skills

Slide53

Content Integration Maps.Partner Work

With a partner look at the performance assessments for each unit.

List two possible interactive notebook activities that could be used for each assessment.

Try and include various activities.

If you have a great idea, either from our list or your own, write it down and send it to us and we will pass it on.

Slide54

Exit Ticket

Post-it note in one unit of map with possible interactive notebook performance assessments

Fill out blue evaluation form

Return to the front

Colored pencils

Glue stick

Rulers

Scissors

Put candy and pen box on back table

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