ss on the cutting edge ii

TeachingTeachingSocial StudiesSocial Studies

On the cutting

On the cutting edgeedge

by Paula Burgess

What is social studies?•Answer the question individually.

•Take turns sharing your answer with a partner.

Listen carefully and note likenesses and differences.

•Take the best of both to write your answer as a pair.

•Answer is ready to be shared if called upon.

Atta Boy! Atta Girl!

Social Studies Defined

Social studies is the integrated study of history, the social sciences, and humanities to promote civic competence.

National Council for the Social Studies

Why Social Studies?

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.

Where do we begin?

THIS IS A TEST!

Where do we begin?

. . . with the five principles of powerful social studies teaching and learning.

1. Identify the 5 objects in your bag. 2. Think: How might each represent best practice in the social studies classroom?3. Discuss with your team members the kind of teaching and learning each item represents. 4. Be prepared to share.

Powerful Social Studies

Social studies teaching and learningare powerful when they are:

• Meaningful• Values-based• Active• Challenging• Integrative

MEANINGFUL

• Standards-based EQs posted and used to guide/conclude lessons

• Focus on big ideas

• Visuals to support learning (vocabulary, time lines)

• Authentic activities and assessments

• Integration of local history/community resources

• Connections between content and students’ lives

MEANINGFUL

Sharing Strategies:• Artifact Show and Tell• Gallery Walk• Inside-Outside Circle• Artifact Brochure• Artifact Time Line• Memory Box• PhotoStory

We Are What We Treasure!

MEANINGFUL

Five Themes of Geography

•Location•Place•Human-Environment Interaction•Movement•Region

Geography Connections

. . . build on young learners innate interest in places, cultures, and the environment.

“ “We are all born geographers. Think We are all born geographers. Think about it: about it: every child fights for the window seat.”every child fights for the window seat.”

MEANINGFUL

Building a Sense of “Place"

Use directional terms in everyday language Dress paper dolls for seasons Find places in the news on maps

MEANINGFUL

Recognizing the Role of Movement

Scavenger Hunt

Geography Connections

VALUES-BASED

• Interactions reflect respect and a sense of community

• Appreciation for similarities and differences

• Activities focused on multiple perspectives, the concept of the common good, and the role of compromise

• Service learning activities

VALUES-BASED

Making Choices . . .

Point of view writing. . .

Bringing Art to Life

Breaking Bread

ACTIVE

• Student-student interaction and cooperative groups

• Distributed summarizing throughout lesson

• Use of a variety of instructional materials (text, newspapers, magazines, primary sources, maps, globes, almanacs, . . . )

Geography Connections

Go on a field trip around the block and reconstruct what was seen and heard

Demonstrate how to use a compass or orient a street map

Tour school grounds and draw a map representing the landscape

Create a grid using pegs and string on the lawn

ACTIVE

Geography Connections

Play games like Hokey Pokey, Bingo, and “Toss the Globe”

Read children’s literature that teaches basic geographic concepts

Make models of the Earth using balloons, paper maché, or grocery bags

Build communities with milk cartons

ACTIVE

ACTIVE

• Map It!

• Match and Compare

• Time Line Challenge

CHALLENGING

• Activities that engage students in inquiry and problem solving

• Opportunities to respond both orally and in writing to content-based questions and issues

• Analysis of primary sources such as artifacts, letters, diaries, speeches, oral histories, photographs, news footage . . .

CHALLENGING

• I See . . . I Think . . . I Wonder

• Write Around

• Zoom-In Inquiry

INTEGRATIVE

• Use of a variety of instructional materials (text, newspapers, magazines, primary sources, maps, globes, almanacs, . . . )

• Integration of social studies content with other curricular areas

• Integration of technology• Integration of the social studies literacy

elements

SOCIAL STUDIES LITERACY ELEMENTS

Literacy Element K 1 2 3 4 5 6 7 8 HS

A. Distinguish between past, present, and future time I I D D D D D D D D

B. Establish chronological order in constructing one’s own historical narratives

I I I I D D D D D D

C. Measure and calculate calendar time I I D D D D D D D D

D. Create and interpret data on time lines I D D D D D D D D D

E. Explain change and continuity over time I I I D D D D D D D

F. Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments?

I I D D D D D D D D

G. Make and record observations about the physical and human characteristics of places

I I D D D D D D D D

H. Construct maps, graphs, tables, and diagrams to display social studies information

I I I D D D D D D D

I. Use maps to observe and interpret geographic information and relationships

I I I D D D D D D D

J. Demonstrate responsible citizenship within the school community and the local and national communities

I D D D D D D D D D

K. Use texts, photographs, and documents to observe and interpret social studies trends and relationships

I I D D D D D D D

L. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts

I I D D D D D D D

M. Use tables and graphs to observe and interpret geographic trends and relationships.

I I D D D D D D D

N. Challenge ad hominem and other illogical arguments (e.g., name calling, personal attacks, insinuation and innuendo, circular arguments)

I I I D D D D D Dhttp://www.s2martsc.org/index.php?option=com_docman&task=cat_view&gid=264&Itemid=123

INTEGRATIVE

• Read-alouds• Interactive Journals• Response Journals• Digital Story Telling (PhotoStory, Movie Maker)• Podcasts• Five Themes of Geography

How to Make an Apple Pie and See the

World by Marjorie

Priceman

Try Again!

THIS IS A TEST!

Social Studies . . .

Every student! Every day!

QUESTIONS?

Zoom In Inquiry

Guess Who?

Do you know who this is?

Why do you think she is being fingerprinted?

Why do we study famous Americans like Rosa Parks?

Zoom In Inquiry

I am a symbol of the United States.

What am I?

I once had only 13 white stars on a blue background. Now I have 50, one for each

state

I am the American flag.

I have red and white stripes, representing each of the 13 original colonies.

I am a promise, or oath.

What am I?

Students and teachers recite me at school.

I am the Pledge of Allegiance.

People face the flag and place their hand over their heart when they recite me.

I am a song about the American flag.

What am I?

People often sing me at ball games.

I am the national anthem.

I am the “Star-Spangled Banner.

Why are these national symbols important?