w hat s new in social studies n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
W hat’s New in Social Studies? PowerPoint Presentation
Download Presentation
W hat’s New in Social Studies?

play fullscreen
1 / 123

W hat’s New in Social Studies?

116 Views Download Presentation
Download Presentation

W hat’s New in Social Studies?

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. What’s New in Social Studies? August 15, 2013 Darlington County Schools Kathy Hogan

  2. Introductions • Former SS Coordinator for Lexington/Richland School District 5 in Irmo 2003-2013 • Teacher – Dutch Fork HS 1992-2005 • Member of the SS Standards development (2005) and revision (2011) committees • Member of the Standard Support Document writing teams (2008 and 2011).* • Member of assessment item review committees.

  3. Welcome! Introduce new members of the Social Studies Teams at each school. Darlington HS Darlington MS Hartsville HS Hartsville MS Lamar HS Mayo HS for Science/Math Rosenwald MS Spaulding MS

  4. What will we do today? • Review the 2011 changes to the Standards and the SSDs • Review the role of SS in the CCSS and share resources • Break • Look at the data • Share methods for improving data • Discuss ways to improve data in Darlington • Begin to work on these projects

  5. Thomas B Fordham Institute A national, conservative think tank

  6. SSD: What’s New!!! • http://ed.sc.gov/ changes to the SCDE website • Turn to your neighbor and talk about the 2 changes to the format of the Support Documents and why these changes are important. • Share out.

  7. Why include the “Enduring Understanding?” Grant Wiggins and Jay McTigheUnderstanding by Design • knowledge which can be transferred • the “Big Idea” Three questions to ask before you teach… • What do students need to know for the state test? (“Essentials to Know”) • What do students need to know to be successful at the next grade level? (“Previous/Future Knowledge”) • What do students need to know to be successful in the real world? (skills and Common Core State Standards)

  8. Social Studies Literacy Skills for the Twenty-First Century

  9. Common Core State Standards http://www.corestandards.org/the-standards

  10. LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND OTHER TECHNICAL SUBJECTS (adapted from Common Core State Standards) http://ed.sc.gov/agency/se/Instructional-Practices-and-Evaluations/documents/FINALAPPROVEDSSStandardsAugust182011.pdf

  11. Common Core State Standards5 Shifts for ELA Shift 1: Informational Text Shift 2: Increasing Text Complexity Shift 3: Academic Vocabulary* Shift 4: Text-Based Answers Shift 5: Writing from Sources Shift 6: Shift 6: Literacy Instruction in all Contents

  12. Text Complexity of History Reading • Often adheres to one or more structures: • Description • Sequence • Cause/Effect • Problem/Solution • Compare/Contrast • Listing • Narrative • Argument Text Patterns & GO’s

  13. How can Social Studies teachers support the CCSS? as always Use multiple texts and other SS sources (maps, charts, political cartoons etc.) Focus on critical thinking: analysis, synthesis, evaluation with the addition of Teach discipline specific approaches to text Teach discipline specific strategies

  14. Teaching students to learn to read and read to learn simultaneously With all informational text (including the textbook) Demonstrate (think aloud) how comprehending strategies such as determining importance, summarizing, synthesizing, gathering information are important to the comprehending of informational text. Teach students to summarize and take notes; don’t do it for them! Demonstrate the use of text features and text structures and their importance to comprehending the text. Establish tasks that support explicit practice of using text structures and features in connection with comprehension.

  15. Argumentative Writing Write arguments to support claims with clear reasons and relevant evidence. • Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. • Establish and maintain a formal style. • Provide a concluding statement or section that follows from and supports the argument presented.

  16. Common Core Literacy in History/ Social Studies • Cite textual evidence • Comprehend complex texts independently. • Summarize central idea. • Evaluate author’s point of view. • Evaluate multiple sources. • Integrate info from diverse sources. • Write using evidence.

  17. Common Core Literacy in History/ Social Studies • Cite textual evidence • Comprehend complex texts independently. • Summarize central idea. • Evaluate author’s point of view. • Evaluate multiple sources. • Integrate info from diverse sources. • Write using evidence. Document Based Questions!! http://www.dbqproject.com/

  18. Reading Like A Historian • Identify text structures. • Be aware of the source of the text. • Look for corroboration of the text. • Use/cite evidence from the text. • Be able to put the text into a time and place (contextualize) • Use background knowledge to evaluate the text. • Reading Like a Historian from Stanford University • Beyond the Bubble: A New Generation of History Assessments • Historical Thinking Matters • AP Central (USHC, World History, European History Government, Economics, Human Geography) use only some of the docs • USC Digital Academy http://library.sc.edu/blogs/academy/browse-by-standard/

  19. Directions: Look at the painting below and evaluate the claim that follows. Source:  The First Thanksgiving 1621, was created in 1932 by J. L. G. Ferris. Common Core: #1 (Gr. 6-12), #6 (Gr. 6-8), #7 (Gr. 6-8)

  20. Question: • The painting The First Thanksgiving 1621 is a useful resource for historians who wish to understand the relationship between the Wampanoag Indians and the Puritan settlers in 1621.  • Do you agree or disagree? (Circle one.) • Turn to your neighbor and explain your thinking.

  21. The painting The First Thanksgiving 1621 is a useful resource for historians who wish to understand the relationship between the Wampanoag Indians and the Puritan settlers in 1621.  Do you agree or disagree? Source:  The First Thanksgiving 1621, was created in 1932 by J. L. G. Ferris. Common Core: #1 (Gr. 6-12), #6 (Gr. 6-8), #7 (Gr. 6-8)

  22. Proficient Student Response This is an example of sourcing a document.

  23. Directions: Use the letter below to answer the questions that follow. • "Well we are trying to get a long the best we can and I tell you that is poor a nough. The troops all Seem to be discouraged Since the last battle at Fredericksburgh. I tell you that they hadent better ever take this army back to Alexandria or they will all [desert] and go home. I dont see what our government is doing." • Source: Letter from Joseph F. Green, a soldier in the Union Army, to his friend Julia Reynolds on January 2, 1863. Question 1: Explain why a historian might not think that Joseph F. Green’s letter reflects the morale of the entire Union Army.  Common Core: #1 (Gr. 6-12), #8 (Gr. 9-10), #9 (Gr. 11-12)

  24. Proficient Student Response:

  25. Corroborate Question 2: Three documents are described below. Explain whether each document could be used to support Joseph F. Green’s claims about the morale of the Union Army.  a.  An 1863 public speech by President Lincoln that describes the Union soldiers as brave. b.  An 1863 document from the US government that shows that many Union soldiers had recently deserted.   c.  An 1861 letter from a Confederate soldier to his mother that describes how two of his friends had deserted. Turn to your neighbor and explain your answer.

  26. Using Documents as Evidence • Document A:  The following is an excerpt from sworn testimony given before the U.S. Senate by Corporal Richard O’Brien in 1902.  O’Brien was called to testify in a Senate investigation of alleged war crimes committed by American soldiers in the Philippine-American War.   • “The first thing we saw was a boy ... and the first sergeant shot at the boy. Everybody fired at him.  That brought the people in the houses out . . . [and] the town was fired on  ... Two old men came out, hand in hand ... they had a white flag, they were shot down.  At the other end of the town we heard screams, and there was a woman there; she was burned up, and in her arms was a baby, and on the floor was another child ... The fighting was continued until everybody had fled or everybody was killed ... There was not a shot fired on the part of the Filipinos.” Common Core: #1 (Gr. 6-12), #4 (Gr. 6-12), #6 (Gr. 6-12), #8 (Gr. 11-12), #9 (Gr. 9-12)

  27. Document B: The following is an excerpt from a letter to the editor of the Kansas City Journal by ColonelFrederick Funston on April 22, 1899.  Funston, who was a war hero for his extensive service in the Philippine-American War, wrote and spoke often about the Philippine-American War in order to increase public support for American involvement in the conflict. • “I am afraid that some people at home will lie awake [at] night worrying about the ethics of this war, thinking that our enemy is fighting for the right to self-government ... [The Filipinos] have a certain number of educated leaders – educated, however, about the same way a parrot is.  They are, as a rule, an illiterate, semi-savage people who are waging war not against tyranny, but against Anglo-Saxon order and decency . . I, for one, hope that Uncle Sam will apply the chastening rod good, hard and plenty, and lay it on until they come in to the reservation and promise to be good ‘Injuns.’”

  28. Question 1: Many Americans opposed the war in the Philippines.  How does Document A provide evidence that many Americans opposed the war? • Question 2: How does Document B also provide evidence that many Americans opposed the war in the Philippines? • Turn to your neighbor and explain your thinking.

  29. Many Americans opposed the war in the Philippines.  How does Document A provide evidence that many Americans opposed the war? • Document A:  The following is an excerpt from sworn testimony given before the U.S. Senate by Corporal Richard O’Brien in 1902.  O’Brien was called to testify in a Senate investigation of alleged war crimes committed by American soldiers in the Philippine-American War.   • “The first thing we saw was a boy ... and the first sergeant shot at the boy. Everybody fired at him.  That brought the people in the houses out . . . [and] the town was fired on  ... Two old men came out, hand in hand ... they had a white flag, they were shot down.  At the other end of the town we heard screams, and there was a woman there; she was burned up, and in her arms was a baby, and on the floor was another child ... The fighting was continued until everybody had fled or everybody was killed ... There was not a shot fired on the part of the Filipinos.” Common Core: #1 (Gr. 6-12), #4 (Gr. 6-12), #6 (Gr. 6-12), #8 (Gr. 11-12), #9 (Gr. 9-12)

  30. How does Document B also provide evidence that many Americans opposed the war in the Philippines? • Document B: The following is an excerpt from a letter to the editor of the Kansas City Journal by ColonelFrederick Funston on April 22, 1899.  Funston, who was a war hero for his extensive service in the Philippine-American War, wrote and spoke often about the Philippine-American War in order to increase public support for American involvement in the conflict. • “I am afraid that some people at home will lie awake [at] night worrying about the ethics of this war, thinking that our enemy is fighting for the right to self-government ... [The Filipinos] have a certain number of educated leaders – educated, however, about the same way a parrot is.  They are, as a rule, an illiterate, semi-savage people who are waging war not against tyranny, but against Anglo-Saxon order and decency . . I, for one, hope that Uncle Sam will apply the chastening rod good, hard and plenty, and lay it on until they come in to the reservation and promise to be good ‘Injuns.’”

  31. Proficient Student Response:

  32. Putting a Source into the Context of Time and/or Place Directions:  Use the source information, your knowledge of history, and the poster to answer the questions below. Source:  This is a poster for a play written in 1936 that celebrates the abolitionist John Brown, who tried to start a slave revolt in Harpers Ferry, Virginia, in 1859. Common Core:  #1 (Gr. 6-12), #4 (Gr. 6-12), #6 (Gr. 6-8), #7 (Gr. 6-8)

  33. Question 1: When was the play written? Question 2: Which two of the facts below might help explain why the authors wrote this play? 1. Slaves made up nearly 40% of Virginia’s population in 1859. 2. One of the play’s authors, Michael Gold, was a member of the Communist Party, which protested against lynching in the 1930s. 3. After taking power in 1933, Adolf Hitler enacted racist policies in Germany. 4. After seceding from the Union in 1861, Virginia became the largest state in the Confederacy and the home of its capital, Richmond. Turn to your neighbor and explain your thinking about these questions.

  34. Proficient Student Responses:

  35. Using Background Knowledge and Periodization Directions:  The following two letters are both from the archives of the National Association for the Advancement of Colored People (NAACP) and were written over twenty years apart. Read the letters and determine which was written first. Then explain your answers using evidence from the letters and your knowledge of history. Common Core:  #1 (Gr. 6-12), #4 (Gr. 6-12), #5 (Gr. 11-12), #9 (Gr. 9-12)

  36. Source:  • Letter A: First Lady of the United States to Walter White, Executive Secretary of the NAACP, addressing the lynching situation. • Letter B: Daisy Bates to Roy Wilkins, Executive Secretary of the NAACP, describing the conditions of black children in a previously all-white school.

  37. Proficient Student Responses:

  38. Video: Developing Narrative Understanding http://www.youtube.com/watch?v=QeYP92T0rms

  39. What’s the Elephant in the room? • I am not a reading teacher! • How can I teach with text and still cover all of the “stuff” that is in the SSD to be ready for PASS or EOCEP? • “This too shall pass.”

  40. Let’s take a short break!

  41. Lets’ take a closer look at the changes to the SSD… • Focus on the “Enduring Understanding” and the Literacy Elements • Avoid just naming a bit of info in order to promote understanding of the underlying concept such as “subsidies in the form of land grants” [Pacific Railway Act]; “Tribal lands were divided into farm parcels” [Dawes Severalty Act] • Many details moved to the “Non-Essentials” such as names of labor organizations (4.4) • Improved connections between content of the indicator and previous indicators; referenced ( ) to emphasize the themes implicit in the standards.

  42. Talk to your grade level team and share the content changes that you noticed in the SSD for your grade level. • How can these changes be reconciled with the CCSS? • Be prepared to report out.

  43. Government and Economics • Emphasis on founding documents

  44. United States History and Constitution • Focus on the Enduring Understanding (democracy) • 10 standards to 8 standards • Ex. New Spain and New France; impact of the DOI on the world at large; development of the Articles • Combination of some indicators • Ex. 1.4 Analyze how dissatisfaction with the government under the Articles of Confederation were addressed with the writing of the Constitution… • Improved the narrative and brought it to more recent times • 3.5 Evaluate the varied response of African Americans to the restrictions imposed on them in the post-Reconstruction period… • Conservatives and liberals

  45. World History: the Making of the Modern World • Starts at 1300 • Thematic, not chronological* • Have you substituted these for the 2005 Global Studies standards? • Greater inclusion of United States history

  46. World Geography • Completely new standards • Thematic, not regional • Emphasis on concept not place