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social studies curriculum for high ability learners

To insert your company logo on this slide

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  • Select “Picture”
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Social Studies Curriculum for High-Ability Learners

Joyce VanTassel-Baska, EdD.

Center for Gifted Education

The College of William and Mary

San Diego Schools

May 24, 2011

agenda
Agenda
  • Introduction/Curriculum framework
  • Assessment
  • Teaching a concept
  • Persuasive writing
  • Reasoning model
  • Document analysis
  • Research Model

Center for Gifted Education

The College of William and Mary

workshop outcomes
Workshop Outcomes

Participants will be able to:

--Understand differentiation features in social studies curriculum,

--Apply selected models for teaching social studies to their curriculum, and

--Implement aWilliam and Mary social studies unit.

Center for Gifted Education

The College of William and Mary

the integrated curriculum model
The Integrated Curriculum Model

Process-Product Dimension

Advanced

Content

Dimension

Issues/Themes Dimension

- VanTassel-Baska, 1986

Center for Gifted Education

The College of William and Mary

social studies curriculum framework
Social Studies Curriculum Framework
  • To develop understanding of the concept of systems and of structure, function, and pattern as key elements
  • To develop understanding of the concept of cause and effect and its relationship to events and eras in history.
  • To develop reasoning skills with application to social studies
  • To develop interpersonal and group process skills
  • To develop skills in historical analysis and primary source interpretation
  • [Unit-specific content goals]

Center for Gifted Education

The College of William and Mary

social studies curriculum framework1
Social Studies Curriculum Framework

The Social/Historical Context

Concept

Reasoning

Process

Understanding Systems, Cause and Effect

Using Social Science Processes

Research

Content

Document Analysis

Government

Learning Social Studies Content and Habits of Mind

History

Geography

Economics

Center for Gifted Education

The College of William and Mary

social studies curriculum units
Social Studies Curriculum Units

Grades 2-8

  • Ancient Egypt: Gift of the Nile (primary)
  • Ancient China: The Middle Kingdom (primary)
  • Building a New System: Colonial America 1607-1763 (intermediate)
  • The World Turned Upside Down: The American Revolution (intermediate)
  • A House Divided? The Civil War, Its Causes and Effects (intermediate)
  • The 1920s in America: A System of Tensions (middle school)
  • The 1930s in America: Facing Depression (middle school)
  • The Road to the White House: Electing the American President (middle school)

Center for Gifted Education

The College of William and Mary

social studies curriculum units1
Social Studies Curriculum Units

Grades 9-10

  • Defining Nations: Cultural Identity and Political Tension
  • Primary Sources and Historical Analysis
  • Post-Colonialism in the 20th Century: Perspectives on Tradition and Change
  • The Renaissance and Reformation in Europe

Center for Gifted Education

The College of William and Mary

major findings social studies
Major Findings - Social Studies
  • Students engaged in the units showed significant gains on measures of critical thinking and content learning. Gifted students showed greater gains than did their non-gifted classmates. Significant conceptual thinking gains occurred for individual units.
  • No significant gender differences appeared on any of the measures.
  • Differences in depth of implementation across schools and teachers corresponded to differences in performance among students.

Center for Gifted Education

The College of William and Mary

assessment of learning outcomes
Assessment of Learning Outcomes
  • Pre- and post-assessments for content learning, conceptual thinking, critical thinking
  • Portfolio of writing pieces and other activities
  • Research projects

Center for Gifted Education

The College of William and Mary

concept development

Concept Development

Center for Gifted Education

The College of William and Mary

sample social science concepts
Sample Social Science Concepts

Center for Gifted Education

The College of William and Mary

concepts from the syntopicon
Concepts from The Syntopicon

Aristocracy Honor Progress

Astronomy Immortality Reasoning

Beauty Infinity Religion

BeingJudgment Revolution

Cause Justice Rhetoric

Chance Knowledge Science

Change Labor Sense

Citizen Language Signs and Symbols

Courage Law Sin

Custom And Convention Liberty Soul

Democracy Life and Death Space

Desire Logic State

Dialectic Love Temperance

Duty Matter Theology

Emotion Metaphysics Time

Eternity Mind Truth

Evolution Monarchy Tyranny

Family Nature Virtue and Vice

Fate Necessity and Contingency Wealth

Form Oligarchy Will

Good and Evil One and Many Wisdom

Happiness Pleasure and Pain World

Adler, M.J. (1952). The great ideas: A syntopicon of great books of the Western World. Chicago: Encyclopedia Britannica.

Center for Gifted Education

The College of William and Mary

concept development1
Concept Development
  • List examples.
  • Categorize.
  • List non-examples.
  • Generalize.

Center for Gifted Education

The College of William and Mary

analyzing a system
Analyzing a System

Boundaries

Elements

Inputs

Outputs

Interactions

Center for Gifted Education

The College of William and Mary, 2009

systems model
Systems Model

Center for Gifted Education

The College of William and Mary

sample systems discussions
Sample Systems Discussions
  • Patterns of river flooding and effects on Egyptian farming system
  • Exploration of the silk trade as a type of economic system
  • Comparison of European colonist and Native American social systems
  • Comparison of American political system with that of other democracies

Center for Gifted Education

The College of William and Mary

cause and effect model
Cause and Effect Model

Center for Gifted Education

The College of William and Mary

sample cause and effect discussions
Sample Cause and Effect Discussions
  • Causes of the American Revolution
  • Effects of the Declaration of Independence
  • Causes of the Civil War
  • Effects of Lincoln’s assassination
  • Causes of the stock market crash
  • Effects of the Dust Bowl

Center for Gifted Education

The College of William and Mary

persuasive writing

Persuasive Writing

Center for Gifted Education

The College of William and Mary

hamburger model for persuasive writing

Introduction

(State an opinion.)

Elaboration

Elaboration

Elaboration

Elaboration

Elaboration

Elaboration

Reason

Reason

Reason

Conclusion

Hamburger Model for Persuasive Writing

Center for Gifted Education

The College of William and Mary

dagwood model

Claim/Opinion/Introduction

Details

Details

Background

Reason

Other Points of View

Elaboration

Elaboration

Reason

Other Points of View

Elaboration

Elaboration

Reason

Other Points of View

Elaboration

Elaboration

Conclusion

Dagwood Model

Center for Gifted Education

The College of William and Mary

sample persuasive writing opportunities
Sample Persuasive Writing Opportunities
  • Paragraphs arguing which of the inventions of ancient China is most important to the world today
  • Letters to the Virginia Company asking for more supplies for Jamestown in the early years
  • Paragraphs supporting or attacking the actions of the Sons of Liberty
  • Essays arguing whether Sherman’s actions were justified
  • Campaign speeches

Center for Gifted Education

The College of William and Mary

reasoning

Reasoning

Center for Gifted Education

The College of William and Mary

elements of reasoning

Purpose/

Goal

Point of

View

Assumptions

Evidence/

Data

Issue/

Problem

Inferences

Concepts/

Ideas

Implications/

Consequences

Elements of Reasoning

-- Paul, 1992

Center for Gifted Education

The College of William and Mary

sample reasoning discussions
Sample Reasoning Discussions
  • Implications of tourism for Egyptian economy and antiquities
  • Maps as reflection of point of view
  • Assumptions made by colonists and Native Americans about one another
  • Purpose of the Emancipation Proclamation
  • Inferences from political cartoons about perspectives on the New Deal
  • Political concepts underscoring the Constitution
  • Evidence presented in newspaper articles

Center for Gifted Education

The College of William and Mary

reasoning about a situation or event
Reasoning about a Situation or Event

What is the situation?

Who are the

stakeholders?

What is the point

of view for each

stakeholder?

What are the

assumptions of

each group?

What are the

implications of

these views?

Center for Gifted Education

The College of William and Mary

sample situation analysis activities
Sample Situation Analysis Activities
  • Passage of the Stamp Act
  • Decisions of the border states on secession
  • Scopes “monkey” trial
  • ERA in the 1920s and later

Center for Gifted Education

The College of William and Mary

document analysis

Document Analysis

Center for Gifted Education

The College of William and Mary

analyzing primary sources
Analyzing Primary Sources
  • Establishing a Context and Intent for the Source (author, time written, related culture and events, purpose, intended audience)
  • Understanding the Source (issues/events addressed, main ideas/arguments, assumptions and values reflected, expected actions/outcomes)
  • Evaluating/Interpreting the Source (authenticity/reliability, representativeness, potential and actual consequences, influence on historical interpretation)

Center for Gifted Education

The College of William and Mary

establishing a context and intent
Establishing a Context and Intent
  • Author:
  • Time/When was it written?
  • Briefly describe the culture of the time and list related events of the time.
  • Purpose (Why was the document created?)
  • Audience (Who was the document created for?)

Center for Gifted Education

The College of William and Mary

understanding the source
Understanding the Source
  • What problems/issues/events does the source address?
  • What are the main points/ideas/arguments?
  • What assumptions/values/feelings does the author reflect?
  • What actions/outcomes does the author expect? From whom?

Center for Gifted Education

The College of William and Mary

evaluating interpreting the source
Evaluating/Interpreting the Source
  • Authenticity/Reliability (Could the source be invented, edited or mistranslated? What corroborating evidence do you have about the source? Does the author know enough about the topic to discuss it?)
  • Representative. (How typical is the source of others of the same period? What other information might you need to find this out?)
  • What could the consequences of this document be? (What would happen if the author’s plans were carried out? What could happen to the author when people read this? How might this document affect or change public opinions?)
  • What were the actual consequences? What really happened as a result of this document?
    • Short-term
    • Long-term
  • What new or different interpretation does this source provide about the historical period?

Center for Gifted Education

The College of William and Mary

sample primary source discussions
Sample Primary Source Discussions
  • Ancient poem in praise of the Nile
  • Letters about indentured servitude
  • Stamp Act and Stamp Act Resolutions
  • Camp diaries from Civil War soldiers
  • 1920s KKK mission statement and essay on Garvey’s Back to Africa movement
  • Federalist and Anti-Federalist papers
  • Letters to students about riot at Kent State

Center for Gifted Education

The College of William and Mary

research model
Research Model

Center for Gifted Education

The College of William and Mary

research model1
Research Model

1. Identify your issue or problem.

What is the issue or problem?

Who are the stakeholders and what are their positions?

What is my position on this issue?

2. Read about your issue and identify points of view or arguments through

information sources.

What are my print sources?

What are my media sources?

What are my people sources?

What primary and secondary source documents might I use?

What are my preliminary findings based on a review of existing sources?

Center for Gifted Education

The College of William and Mary

slide37

3. Form a set of questions that can be answered by a specific set of data:

1) What would be the results of _____________?

2) Who would benefit and by how much?

3) Who would be harmed and by how much?

My research questions:

4. Gather evidence through research techniques such as

surveys, interviews, or analysis of primary and secondary source documents.

What survey questions should I ask?

What interview questions should I ask?

What generalizations do secondary sources give?

What data and evidence can I find in primary sources to support different sides

of the issue?

5. Manipulate and transform data so that they can be interpreted.

How can I summarize what I found out?

Should I develop charts, diagrams, or graphs to represent my data?

Center for Gifted Education

The College of William and Mary

slide38

6. Draw conclusions and make inferences.

What do the data mean? How can I interpret what I found out?

How do the data support my original point of view?

How do they support other points of view?

What conclusions can I make about the issue?

7. Determine implications and consequences.

What are the consequences of following the point of view that I support?

Do I know enough or are there now new questions to be answered?

8. Communicate your findings. (Prepare an oral presentation for classmates

based on note cards and written report.)

What are my purpose, issue, and point of view, and how will I explain them?

What data will I use to support my point of view?

How will I conclude my presentation?

Center for Gifted Education

The College of William and Mary

video of teaching
Video of Teaching

Analyze the videotape for evidence of higher level thinking and problem-solving in the middle school social studies classroom.

What are the strengths of the lesson?

What are the weaknesses?

Center for Gifted Education

The College of William and Mary

center for gifted education contact information
Center for Gifted Education Contact Information

Center for Gifted Education

The College of William and Mary

P.O. Box 8795

Williamsburg, VA 23187-8795

757-221-2588 (ph)

757-221-2184 (fax)

www.cfge.wm.edu

Center for Gifted Education

The College of William and Mary