Grade 8 Social Studies Instruction

1. Grade 8 Social Studies Instruction • Overview of Content • Use of TCI • The World Before Transatlantic Travel • Use of Multiple Intelligences • Use of Picture Books in Grade 8

2. TCI Resources @ http://teachtci.com

6. Verbal-Linguistic Logical-Mathematical Visual-Spatial Body-Kinesthetic Musical-Rhythmic Interpersonal Intrapersonal From Howard Gardner’s Frames of Mind: The Theory of Multiple Intelligences 8. Naturalist 9. Existentialist/Spiritualist Howard Gardner’s Learning Styles Does high-stakes multiple-choice testing honor all Learning Styles?

9. What now? Now the goal is to provide opportunities for students to LEARN and DEMONSTRATE WHAT THEY’VE LEARNED using their Multiple Intelligences.

10. Thinking Maps & Graphic Organizers Illustrated Dictionaries Tests and Quizzes Group Projects Homework Books Open Response & Multiple ChoiceQuestions Word Walls Time Lines 2D & 3D Art Songs & Music Cooking Teaching Posters PowerPoint Presentations Drama/Skits/Reader’s Theatre Poetry Dance For Example:

11. What do students demonstrating what they’ve learned with Multiple Intelligences look like?

13. Illustrated Dictionaries help students use their multiple intelligences to keep track of content vocabulary. Begin with the concepts Add the definitions

14. Have students use multiple intelligences in formative assessments.

15. Hudson Bay By Roger S. Thomas to the tune, Danny Boy Oh, Hudson Bay, the profits now are calling From beaver pelts, most useful of all fur The competition between French and English Will strip the Native Americans of all they’re worth For kettles, knives and scissors, awls & needles Colorful beads of glass and blankets, too They’ll trade the skins of fur-bearing animals On Hudson Bay my wealth and fortune will accrue Yes, new ideas from all our exploration Will help us hunt and travel through their land And grow crops like maize, beans, squash and tobacco When we decide to just take over all their land

16. Grade 8 Social Studies Instruction • Overview of Content • Use of TCI • The World Before Transatlantic Travel • Use of Multiple Intelligences • Use of Picture Books in Grade 8

17. Using Picture Books to Engage Students and Encourage Reading in the Content Areas Why Use Picture Books? • Using a number of picture books in a unit provides a variety of perspectives • For media savvy students… picture books provide a collaboration of visual image, written text, and rich content • Visual-verbal connection of picture books is beneficial for language and reading development in ESL and ECE students • Depth of content in picture books as opposed to the breadth of content in textbooks Uses for Picture Books • Introduce new topics • Introduce various perspectives • Investigate specific times, events, and individuals • Stimulate class discussions • Encourage small group interactions through reading circles and projects • Research people, events, locals and periods • Explore folklore, mythology, and culture • Explore complex issues • Encourage students to use tested reading skills • Culmination of concept

18. Presentation Methods • Whole-class read aloud • Center activities • Partner reading • Student-led reading • Reader’s theater • Independent reading

19. As with any other media, picture books must be provided with context. It is BEST PRACTICE to include a: • before reading task • during reading task • after reading task

20. Before Reading Strategies • Quick Write: ask students to predict what the story is about based on the title of the story and the pictures on the front & back covers • Word Splash: choose 8 to 15 words from the story and students write a paragraph using the words in which they predict what the story is about • Anticipation Guide:

21. After Reading Strategies • Reflection: Students make connections to what they are reading and their lives or the content they have been studying • Tableaux: connects with visual and kinesthetic intelligences. It generally takes the form of a frozen scene or pose that captures a physical, psychological or emotional relationship. It helps students visually translate a variety of themes and ideas from the text • Primary Sources: Authenticate the novel by having students interact with primary sources based on the content of the book • RAFT: Writing to one of the characters in the book.

22. For 1st 6-weeks… • Encounter, Jane Yolen • ISBN: 978-0152013899 • Tells story of Columbus’s first encounter with the Taino people on San Salvador from a Taino boy’s perspective • Learning Target: I can use primary and secondary sources to analyze the perspectives of, and effects on, Africans, Europeans, and Native Americans during the “Great Convergence”.

23. AWAY-0By Roger S. Thomas, to the tune of The Banana Boat Song Chorus Away, oh, go away-o Columbus come and we want him go home Away, oh, go away-o Columbus come and we want him go home Across the ocean in three caravels Columbus come and we want him go home Thinks he goes to China, finds a whole “new” world Columbus come and we want him go home Says he wants to civilize using Europe’s world view Columbus come and we want him go home But now we’re slaves in the sugar cane & gold mines, too Columbus come and we want him go home(Chorus) They got the pueblo, the presidio, the mission, too Columbus come and we want him go home They want to trade & enslave & make Christian of you Columbus come and we want him go home Oh, the Spanish bring the small pox, measles & the flu Columbus come and we want him go home ‘Cause we keep dying out, they bringing Africans, too Columbus come and we want him go home(Chorus)

24. Alignment between Instruction and Assessment

25. Assessment • District SSPAs are just one of MANY assessments that should be given over the course of a unit • District SSPAs are a way to assess the key standards • REMEMBER, you are required by law to teach & assess ALL standards, not just those identified by a key • Analysis of SSPA results should be done in a timely manner in order to inform instruction and implement interventions for students, if necessary • SSPA results should not be a “surprise” because you are formatively assessing these standards throughout the unit and should have a good idea where your students are prior to administering the SSPA

26. 2012-2013 SSPA Calendar • SSPA 1 • Assessment Window: 10/1 – 10/12 • 15 MC, 1 ERQ • Key Standards • 2.1.1 Elements of Culture • 4.1.1 Geographic Tools • 5.1.1 Primary Sources • 5.1.1 Cause and Effect • 5.2.1 Great Convergence • Covers Unit 1 (The World Before Transatlantic Travel) and Unit 2 (Age of European Exploration)

28. Analysis Tool • Analyzing SSPA data is key to how you will adjust your instruction • This tool will help you focus your work on the standards that are of critical need

29. ISBN 978-0-545-08742-1 (Amazon, $14.27) • 4 Categories of Formative Assessment: • Summaries and Reflections • Lists, Charts, and Graphic Organizers • Visual Representations of Information • Collaborative Activities • Formative assessments should vary in format and address a variety of learning styles

30. Write AboutSummaries & ReflectionsA concrete tool for summarization in which students use key vocabulary terms to synthesize their understanding in a paragraph as well as represent ideas graphically. It combines both verbal-linguistic and spatial intelligences.

31. MatrixLists, Charts, and Graphic Organizers When studying a unit that has several ideas, people, principles, or other items to compare, the Matrix strategy can help students make sense of the information. The Matrix is a visual tool that helps students make comparisons among items. Unlike a Venn Diagram, the Matrix can be used to compare and contrast many items at once.

32. Unit CollageVisual Representation of InformationA Unit Collage is a student-generated, ongoing, visual synthesis of a topic studied in a class. It includes on one page a group of eight to ten drawings, symbols, captions, and so forth that capture the essence of a unit of study.

33. Four More!Collaborative Activities Four More! integrates collaboration, movement, and individual accountability. Students begin working on their own, then move around the classroom for a brief period of interaction and information gathering with classmates. Then, students head back tot heir seats where they individually elaborate upon what they've recorded, adding details to the main ideas they have gained from their peers.

34. In Conclusion, Remember... • You are required to teach the Kentucky’s Program of Studies and the KCAS 4.1 Standards • There is a difference between the curriculum and the curriculum map • Provide students with a content overview to help them make sense of the time lines of world history • Provide students with the opportunity to use their multiple intelligences to learn and demonstrate their learning • Use a variety of authentic formative and summative assessments to learn and demonstrate their learning