Mapping the world

1. Mapping the world Kayla Speidel Alverno College

3. Literacy in the social studies content area Literacy in the social studies content area includes reading, writing, comprehending, analyzing, and drawing conclusions about primary and secondary sources in history. This definition of literacy in the content area also includes being able to write and speak clearly and effectively about history. This includes writing informatively and persuasively about students’ viewpoints on historical leaders, events, and movements. Students need to be able to listen to perspectives on history and analyze what they are hearing to create their own meaning. Finally to be literate in the content area, students need to be able to represent their conclusions effectively through speaking, writing, and other forms such as multi-media and art.

4. The learning community • The classroom is in a suburban high school. • the school is 75% white, 15% Hispanic, and 5% African American and 5% other • 30% of the students receive free or reduced lunch • The school has a 82% graduation rate • The school has technology available • The classroom is a diverse one in which learning is conducted in a safe, and non- threatening way • Students in this class are mostly college bound

5. The learners • Janelle • Has a strong family orientation • Hispanic • Catholic • College bound • Interested in English and Literature • Works 1 job • Has 3 siblings • College-bound • Strong reader, weak writer

6. The learners • Marissa -middle class family -only child -interested in history and math -Air Force bound -plays in the marching band -strong writer and reader

7. The learners • John -works 2 jobs -interested in history -usually does not do homework -weak vocabulary -proficient writer

8. The Learners • Nate • Middle class background • Does not work • Interested in art and sports • Volunteers on the weekends • Not planning on college • Only child

9. The Learners • Blake • Working class background • 1 sibling • college-bound • Interested in computers and technology • Strong writer and artist • Works 1 job • Plays football

10. The Learners • Patty • Upper middle class background • Transfer student from MPS • Does not work • Interested in science and art • College bound • Strong kinesthetic learner

11. The Learners • Andy • Middle class background • 2 siblings • Doesn’t want to go to college • Interested in history and literature • Editor on school newspaper • Strong reader and writer

12. The Learners • Angelica • Upper middle class background • ESL student • College bound • Interested in science, math, and literature • Strong reader, proficient writer • Belongs to science club and wants to be involved in Doctors Without Borders

13. The Learners • Allie • Impoverished background • 5 siblings • Military bound • Interested in art, history, and english • Works 2 jobs • Yearbook and newspaper staff

14. The standards • WI STATE STANDARDS • B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches • B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion • B.12.3 Recall, select, and analyze significant historical periods and the relationships among them

15. The Standards • B.12.7 Identify major works of art and literature produced in the United States and elsewhere in the world and explain how they reflect the era in which they were created COMMON CORE CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 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.

16. The standards • CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. • CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). • CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts)

17. The standards • CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. • CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

18. Boarding passes(Modes of communication)

19. Modes of communication • speaking • Listening • Writing • Reading • Viewing • Representing

20. Modes of communication • Speaking/listening Students need to be able to listen/speak effectively about ideas, leaders, and movements in history. Speaking and listening should come through in all activities in the classroom. Through the use of videos and presentations in combination with class small group and whole class discussion, these modes of communication should be addressed continually throughout the year.

21. Modes of communication • Writing/reading In the content area, students need to be able to read and write effectively especially concerning primary historical documents. The strategies included are: r.a.f.t.s, student logs, writers workshops, informative writing, history memory bubbles, and powernotes. All of these strategies facilitate reading and/or writing for students. Reading and writing go hand in hand, to be literate in this mode of communication, students need to be able to do both.

22. Modes of communication • Viewing/representing Viewing and representing are vitally important to the content area of social studies. The strategies included in this plan that address viewing and representing are: history change frame, follow the characters, K.W.L., concept maps and the vocabulary overview guide. These strategies will help students learn how to critically view something and be able to make their own original representation for that item.

23. The compass assessment strategies

24. Assessment Strategies -Anticipation guides(formative assessment) • Frayer model(formative assessment) • Cloze procedure • RSQC2 • Exit entrance slips

25. Assessment strategies • Anticipation guides- students predict what they will read by activating prior knowledge and this sparks interest in the activity • Frayer model-can be used to judge how well students are critically thinking about class material • Cloze procedure- encourages students to read for meaning, can be used to assess students ability to take cues from reading • RSQC2-to assess how well students are relating specific material to course themes

26. Letters home-writing strategies

27. Writing strategies • R.A.F.T.S • Analyzing a photo • History Change Frame • Student logs • Cartoon captions • Writers’ workshops • Informative writing

28. Writing strategies • R.A.F.T.-engaging way for students to think about historical events from another perspective • Analyzing a photo-engaging way for students to creatively write about a time period/event • History change frame- allows students to analyze movements over time

29. Comprehension • Understanding the signs

30. Comprehension Strategies • RSQC2 • Follow the characters • History memory bubbles • K.W.L. • Power notes • History change frames

31. Comprehension strategies The included strategies will foster reading comprehension for all types of learners. A variety of visual and auditory focused strategies are included. Any strategy can always be adopted to meet the needs of the kinesthetic learners in the classroom.

32. Vocabulary strategies • Student friendly vocabulary explanations • Concept map • Semantic feature analysis • Vocabulary overview guide • Student logs

33. Vocabulary strategies • All of these strategies will teach vocabulary in ways that are accessible to students and hopefully, engaging too. Some of these strategies will cater to visual learners, some will accommodate auditory learners, and any activity can be altered to accommodate for kinesthetic learners.

34. Annotated bibliography • Included in this bibliography are several books that are already in the cannon of high school and middle school classroom literature. The books that already are in the cannon are included here because I feel they are such important works of fiction. All of the included literature is meant to be an accessible way for students to look at historical perspectives and allow them to create their own interpretations and understanding of these events and time periods.

35. Annotated Bibliography All quiet on the Western Front tells the story of German soldiers during WWI. This material will be helpful for students to make comparisons between the American experience and German experience during WWI

36. This book shows the fears and concerns of young adults during WWII.

37. -Pyle’s first hand accounts of what soldiers were experiencing during WWII will give students a clearer image of what warfare is really like.

38. The Crucible is a critical commentary on McCarthyism. This book is great for higher level readers.

39. -My Lai details the shocking and brutal events of the Vietnam war so students will be able to draw conclusions about American foreign policy.

40. -Fog of War is Robert McNamara’s thoughts on nuclear warfare and the development of the cold war. It informs students thinking so that they can critically look at political issues of the Cold war era.

41. -Aya of Yop City is the story of a teenage girl living in Cote d’Ivoire in the 1970’s. I would use this book because it gives a clear picture of what Africa was like in the 1970’s and allows for students to make comparisons. It is also a graphic novel which will cater to a variety of learning styles.

42. -The butter battle is a critical commentary on the cold war in a whimsical, easy to read format.

43. -The file is a memoir of Ash who went to Germany and discovered that the Nazi government had been keeping a file on him during WWII. This book is engaging for students because of the mystery and spy factor.

44. Fallen Angels is a novel about soldiers during the Vietnam war, it depicts the brutal warfare that soldiers were engaged in at that time. This book will be good for lower level readers in the class.

45. Technology • Wordle • Edmodo • Youtube • Webquests • Videos

46. Technology • Technology should be used in the classroom as much as possible. In today’s technology centered world, it can be an indispensable tool to develop literacy in the classroom. Technology that could be included in the classroom to facilitate literacy are:web quests, kahn academy, TED talks, Discovery education, edmodo, and wordles. Other technology that should be used would include smart boards, ipads, and computers. There is a wealth of excellent websites on the internet, apps for the ipad, and a variety of activites that can be enhanced by the smart board. Literacy instruction can certainly be made engaging and highly effective through the use of technology in the classroom.

47. Videos • The century series • Eyes on the prize • The atomic café • TED talk(sputnik mania) • Speeches