Putting the “Social” Back in Social Studies

Putting the “Social” Back in Social Studies Making Social Studies Stick: Active Learning Strategies for Social Studies By: Chasity Lewis

Agenda

Why Teach Social Studies? • Using a metaphorical representation create a visual explaining why we teach social studies…be prepared to explain your correlation. • Metaphorical Representation

Social Studies: It’s all about people Encompasses everything people do to: • Survive • Thrive • Evolve

Keys to Making Social Studies Stick… • Restablish human-beings as the central subject of social studies • Create learning environments and using instructional practices that are compatible with the Natural learning process EVERYDAY!! • Incorporate challenging problems, authentic experiences, and real-life tasks.

All Humans learn in basically the same way: • Awareness • Exploration • Inquiry • Action

But I teach that…. Teaching has not occurred until learning takes place So, what do I do?

Focus on the 3 Areas of Instruction in Social Studies: • Content-human beings as central to the story • Learning-strategies that support the natural learning cycle and build life and social studies skills • Outcomes-present challenging problems, authentic experiences, and real life tasks that have consequences Laurel Schmidt, Social Studies that Sticks: How to Bring Content &Concepts to Life (2007, Heinemann)

Build Interest and Inquiry • Find ways to build interest and motivate students • Leave things open for multiple answers. • Increase the level of inquiry in the classroom. • Require students to ask questions. • Find real world applications for using SS knowledge and skills. • Use an effect-cause approach to teaching history.

Have a Plan for Teaching & Learning Content & Skills • Recommendation 1: Use concepts to organize and build content knowledge • Recommendation 2: Prioritize content and vocabulary • Recommendation 3: Be sure to have students DO something with the new information

Awareness • At your table make a list of words that come to mind…

Awareness • 1st Question – How is this like other things I’ve already seen and experienced? • 2nd Question – How is this thing unique? What is it all about? • The brain must have this before moving on. • What can you do to support this natural occurrence? • Awareness = Engagement

Other Openers • Present an unknown • Pose a probing, open-ended question • Use visuals to set the stage • Use props, artifacts, and art • Use current events or well known figures • Use an anticipation guide • Use CONCEPTS & KEY UNDERSTANDINGS!!

Using Key Understandings to Spark Interest and Awareness What are they? • Critical global, abstract, overarching questions that drive teaching and learning within a unit of study. • They press learners to think beyond the confines of the content and make real world connections • They become targets for learning • Social Studies Concepts by Strand

Characteristics • Concept-based, not fact-based • Timeless • Provocative • Reoccurring • Global, universal, abstract • 2-5 per unit at the secondary level

Where should I put them? • On the board to guide the lesson or connect lessons within the unit. • As a header for notes. All else points at answering that question = TARGET • To guide discussion or to complete a discussion web

Awareness This is the time to tap and build BACKGROUND KNOWLEDGE Examples: • How did Lincoln’s calculated actions provoke conflict? • How did the decision to arm slaves create conflict in the North?

Why Take the Time Prior Knowledge… • has a great influence on student performance, explaining up to 81% of the variance in post-test scores (Dochy, Segers, & Buehl, 1999). • there is a well-established correlation between prior knowledge and reading comprehension (Langer, 1984; Long, Winograd, & Bridget, 1989; Stevens, 1980).

Why Take the Time • Stimulating students’ background knowledge by justifying responses before reading improves the students’ learning of the targeted content. • Struggling students, in particular, benefit from the strategies aimed at building background knowledge.

Anticipaction/Reaction Guide One easy way to set the stage, tap and build… • Step 1 – Anticipate • Step 2 – Read • Step 3 – React • Step 4 – Extend with Writing • Anticipation Guide Point of View

Anticipate & Connect • Have students respond to each item based on prior experience, background knowledge, opinions. • Think aloud so that students will understand the how and why. • If students are reluctant to choose, remind them they can revisit later.

Examples • Here’s one example of an anticipation/ reaction guide. • They are available EVERYWHERE. • They do not need to be fancy. • They can be done as a class by consensus. • Just be sure they follow the guidelines.

Creating a Guide • Review the text and identify 4-5 important concepts you would like students to learn. • Form opinion statements about the concepts. • Avoid True/False statements • Create the guide. • Stamp Act

What are the benefits to building background? • Building Background Poll • Exit Ticket

Putting the “Social” Back in Social Studies