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Student-Centered Social Studies Strategies: Elementary – Day 2

Student-Centered Social Studies Strategies: Elementary – Day 2. GRREC February 13, 2018 Dr. Jana Kirchner. Tentative Plan for the Day. Update on standards process Sharing strategies/resources you have tried Using children’s literature to teach social studies content Economics/geography

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Student-Centered Social Studies Strategies: Elementary – Day 2

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  1. Student-Centered Social Studies Strategies: Elementary – Day 2 GRREC February 13, 2018 Dr. Jana Kirchner

  2. Tentative Plan for the Day • Update on standards process • Sharing strategies/resources you have tried • Using children’s literature to teach social studies content • Economics/geography • History • Review - What does inquiry in social studies look like? • Seeing lessons and strategies in action • Examining resources & planning an inquiry lesson • Locating sources & exploring sites • Embedding literacy strategies & evaluating sources • Sharing your ideas

  3. What’s New with Social Studies Standards? • KDE OTL Webcast - SS Standards Revision - 1/23/18

  4. Mix & Mingle/Speed Date Topics: • What is a strategy you have tried since our PD in October? How did it go? • What are your favorite SS teaching strategies or resources? • What is a unit or lesson topic you will be teaching soon that you would like some help planning?

  5. Using Children’s Literature to Teach Social Studies Concepts

  6. Spotting Economics from Africa to Ice Creamby Martha Hopkins & Suzanne Gallagher • 15 lessons • Elementary level • Integrate economics concepts with literature • Spotting Economics Master Question List

  7. Spotting Economics: When They Want Blueberries • I want… • Decisions… • I really need it! • I want it! • Concepts – needs, wants, choices, opportunity costs, saving • Blueberries for Sal by Robert McCloskey I Want This!

  8. Spotting Economics: All Around Us In Stories Can you spot the economics? • Read your group’s story. Look for economics examples. Record them on the magnifying glass. Use the Master Question List as a guide. Books: Nobody Owns the Sky by Reeve Lindbergh If You Give a Mouse a Cookie by Laura J. Numeroff A Bargain for Frances by Russell Hoban Fireboat by Maira Kalman Road Builders by B. G. Hennessy My Rows and Piles of Coins by TololwaMollel Ox-Cart Man by Donald Hall Peppe the Lamplighter by Elisa Bartone How to Make an Apple Pie & See the World by Marjorie Priceman

  9. Adventures in Economics and U.S History by Suzanne Gallagher and Martha Hopkins Volume 1 – Colonial America Volume 2 – A Young Nation Volume 3 – The Twentieth Century

  10. Immigration: Most Everyone Came from Somewhere Else Learning Targets: I can • identify incentives which motivate immigrants to come to the U.S. • explain costs, benefits, and opportunity costs and how they are reflected in the story of immigration.

  11. Immigration Lesson – Economics Concepts • Incentive - Definition? Examples? • Immigrant • Benefit • Cost Peppe the Lamplighter: • Write down 5 wishes for you or your family. Listen for… • What jobs did Peppe try to get in his neighborhood? • What are Peppe’s wishes for his family? • Why was his father not happy? • What economics concepts do you see in the story? • Teaching ideas?

  12. Resources for Teaching Economics • Council for Economic Education • Econ Ed Link • EconFun • Federal Reserve Education

  13. What does it mean to read and think like a historian? (geographer, economist) • Skills needed? • Types of sources (texts)used?

  14. C3 Inquiry Arc – What does inquiry in social studies look/sound like?

  15. “Texts” as Evidence or Clues

  16. Reading Strategies for Social Studies: K-12 By Stephanie Macceca Collection of literacy strategies & graphic organizers Social studies examples with each strategy CD to customize the templates

  17. Inquiry-Based Lessons in U.S. Historyby Kirchner & McMichael About the Book: Structure of Lessons Historical Background -3 lessons Organizing Question Strategies Used Materials Needed Lesson Plan Lesson Hook The Organizing Question Examine the Sources Make a Hypothesis

  18. Designing Inquiry Lessons • 1. Begin with the Question(s) • Question Formulation Technique – Q Focus • Q Chart with a visual • I See-I Think-I Wonder • Picture Prediction • 2. Then add text(s) • Visuals – maps, art, political cartoons • Primary sources • Secondary sources 3. Embed literacy strategies & analyzing sources skills

  19. Question Formulation Technique Use a Question Focus (Qfocus) to ask questions about. Produce your Questions Improve your Questions Categorize as closed or open-ended Prioritize your Questions 3 most important Why you chose them Next Steps/Reflection http://rightquestion.org/

  20. Confederate Camp Union Camp Nelson in Kentucky

  21. I See – I Think – I Wonder

  22. Wood engraving published in Frank Leslie’s Illustrated Newspaper, July 2, 1887, Library of Congress

  23. Picture Prediction

  24. Picture Prediction

  25. Designing Inquiry Lessons • 1. Begin with the Question(s) • Question Formulation Technique – Q Focus • Q Chart with a visual • I See-I Think-I Wonder • Picture Prediction • 2. Then add text(s) • Visuals – maps, art, pictures, etc. • Primary & secondary sources • 4. Make a hypothesis –answer question(s) • with evidence from the text(s) 3. Embed literacy strategies & analyzing sources skills

  26. What examples of conflict & cooperationdo you see in the Pilgrim/Wampanoag story? • “When the Pilgrims Met the Wampanoag” • “When the Wampanoag Met the Pilgrims” Scholastic News Weekly Readers

  27. Reciprocal Reading • Teacher Instructions: Choose a text. Chunk it into sections. Divide into groups of 3 and assign roles. You may need to model a section together first. • Student Instructions: Read and annotate a section individually first, then stop at the end of each chunk and discuss it using your role: Question, Clarify, & Summarize. Use the boxes to write down others’ ideas. • -After discussing all sections of the text, discuss examples of conflict & cooperation in your text. • -Look back at your picture prediction. What parts were accurate? What parts did you predict incorrectly? Standard: describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists)

  28. Step 3: Strategies for Analyzing Sources Library of Congress Analyzing Primary Source Templates Picture Quadrants • Reciprocal Reading • Annotating Text • Sketching Through the Text • Gallery Walk • Very Important Points (VIPs) • Compare/contrast – Venn diagrams • SOAP(S) 3. Embed literacy strategies & analyzing sources skills

  29. Sketching Through the Text & Gallery Walk

  30. Very Important Points (VIPs)/Compare-Contrast Question: What was life like for soldiers in a Civil War camp? • 1. Primary Source – Civil War Letter, 1862, from Scottsville, KY • 2. Secondary Source – “Life in a Civil War Army Camp” from Encyclopedia of the Civil War • Reading Assignments: (4 VIPs) • 1 – Primary source • 2 – 1st page of Life in a CW Army Camp • 3 – 2nd page of Life in a CW Army Camp • Share VIPs with people who read other texts. • Compare/contrast the similarities and differences in the texts using the hula hoop Venn diagrams and post-it notes. Grade 4: Compare/contrast a firsthand & secondhand account of the same topic; Grade 5: Analyze multiple accounts of the same topic – similarities/differences

  31. Your Task: Use the SOAPS Primary Source “Think” Sheet to analyze the broadside. S - Subject • O – Occasion • A - Audience • P - Purpose • S – Speaker

  32. Analyzing Primary Sources • LOC Primary Source Sets • Teacher's Guides & Analysis Tools

  33. “The Bostonians Paying the Excise Man, or Tarring and Feathering” By Philip Dawe London, October 31, 1774

  34. Step 4: Make a hypothesis –answer question(s) with evidence from the text(s) • With your group, brainstorm ideas for step 4 using ideas from the questions used today: • 1. What examples of conflict & cooperation do you see in the Pilgrim/Wampanoag story? • 2. What was life like for soldiers in a Civil War camp?

  35. Designing Your Own Inquiry Unit/Lesson • What is a big idea that you want students to know about the topic? (Organizing question) • Pull from the standards. • Make that into an essential question OR • Use a student-generated question strategy • What texts will you use? (Examine the sources) • Locating quality sources • Embedding literacy strategies & close reading of texts • How will they “answer” the organizing question? (Making a hypothesis) • Formative assessment OR • Product – presentation, discussion, writing, etc.

  36. Contact Information Dr. Jana Kirchner 270.779.8651 Email: jana@janakirchner.com Website: janakirchner.com

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