#1 Intro to JI Social Studies 2010

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  • Begin with the end in mind
    Review interview questions
    Online readings for each session
    Some will just get by, others will open their minds to learn
  • Prepare you to teach SS
    Can not teach you everything, but should be able to apply these basic concepts
  • Prepare you to teach SS
    Can not teach you everything, but should be able to apply these basic concepts
  • - prepare you to be the best teach you can be
    - being a good teacher can be broken into three areas
    - Can’t teach what you don’t know
    -what you teach
    -how to teach
    -know who you teach
  • - prepare you to be the best teach you can be
    - being a good teacher can be broken into three areas
    - Can’t teach what you don’t know
    -what you teach
    -how to teach
    -know who you teach
  • - prepare you to be the best teach you can be
    - being a good teacher can be broken into three areas
    - Can’t teach what you don’t know
    -what you teach
    -how to teach
    -know who you teach
  • - prepare you to be the best teach you can be
    - being a good teacher can be broken into three areas
    - Can’t teach what you don’t know
    -what you teach
    -how to teach
    -know who you teach
  • -On time & prepared
    - Learning first
    -Model class on typical class
    - Vary tempo
    -call of people, No hands,
    - move around room
    -Take advantage of tech resources
    -Electronic communication













  • use playing cards to determine groups
    - distribute chart paper with venn diagrams
    10 minutes
    -Note thrills & chills for for teaching social studies as well as this class
  • use playing cards to determine groups
    - distribute chart paper with venn diagrams
    10 minutes
    -Note thrills & chills for for teaching social studies as well as this class



  • -dislike of SS results for uncertain about the purpose
    -why study old guys, places I’ll never go
    -educational glue
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them
  • -most importantly SS develops ones ability to relate..
    -unfortunately some student will not agree
    -must find ways to reach them
    - think like them

  • You will have 15 minutes to prepare.
    You will need to see both sides of the argument.
    curriculum guide will be useful example
    - SS sucks because it is about old dead guys
    - those who don’t know about the past will be doomed to make the same mistakes.

Transcript

  • 1. Dr. Camille Rutherford camille.rutherford@BrockU.ca X5344 EDUC 8Y29 Junior/Intermediate Social Studies
  • 2. Agenda Welcome Goals Course Overview Activity: Thrills & Chills The Purpose of Social Studies? Activity: Point / Counter Point
  • 3. Goals The focus of teaching and learning in the social studies, history, and geography curriculum is on the development of essential knowledge and skills. The goal of this course is for Pre-service teachers to develop a thorough knowledge of basic concepts that they can apply in a wide range of situations. -Ontario Ministry of Education
  • 4. Big Idea KNOW: How to create and implement an engaging Social Studies program DO: Create an engaging Social Studies unit plan BE: A 21st century educator
  • 5. Triangle of Teaching
  • 6. Triangle of Teaching Subject Knowledge
  • 7. Triangle of Teaching Subject pedagogical Knowledge Knowledge
  • 8. Triangle of Teaching Subject pedagogical Knowledge Knowledge Student Knowledge
  • 9. Triangle of Teaching Subject pedagogical Knowledge Knowledge Teaching Excellence Student Knowledge
  • 10. Course Overview Expectations Session Outline Evaluation Assignments
  • 11. Textbook Discussions You will be required to create 3 textbook discussion posts (150-250 words) related to three different chapters. You will have two weeks from when a chapter has been assigned to submit your post. Each post should demonstrate your understanding the information covered in the text book. This can be accomplished by: • Synthesizing concepts and principles discussed in class with the textbook material. • Connecting classroom practice you have observed with the textbook material. • Providing a substantiated critique or endorsement of the textbook material. • Providing a substantiated reaction or follow-up to another teacher candidate’s post that provides new information to the discussion. Evaluation 3 X 5% per post
  • 12. Online Participation Contribute to the development of an online learning community while engaging in self-directed learning by responding to the reading assignments, reviewing the online social studies resources, and responding to the comments and material posted by the class. Each post or comment is worth 1%. You may accumulate a maximum of 10% of your final mark. You will have until the end of week 8 to submit your posts. To receive a mark a post must: Evaluation: 10%
  • 13. Online Participation To receive a mark a post must: • Demonstrate thoughtful reflection of one's own experiences to inform professional growth and improvement. • Demonstrate an integration of concepts and principles from course session/discussions/readings and classroom practice. • Engage the class by sharing resources, providing links to resources or facilitating discussion. When sharing resources and links the rationale or benefits of the resource must be stated.
  • 14. Lesson Description Using the lesson description template provided, create a lesson description for an engaging Social Studies lesson that has a cross-curricular connection and addresses a 21st century learning skill. The lesson description must list the curriculum expectations, lesson learning goals, assessment strategies and tools, required materials and resources as well as a description of the instructional plan (Setting the stage, core learning activity, lesson consolidation, apply new learning, debrief). The lesson description should include enough information so that it can be used to easily create a detailed lesson plan that adheres to the Brock lesson plan template. Submit via Sakai. Evaluation: 25%
  • 15. Social Studies Unit Plan Working in groups of 3 or 4, teacher candidates will prepare a Social Studies, History or Geography unit plan. The unit plan must include a unit overview, lesson sequence, and 12 lesson descriptions that list the curriculum expectations, lesson learning goals, assessment strategies and tools, required materials and resources and description of the instructional plan for each lesson. The lesson sequence should scaffold student learning as it prepares them to successfully complete the culminating activity. Throughout the unit students must be provided with engaging learning opportunities that address a variety of learning styles and 21st century learning skills while fulfilling expectations from a variety of subject areas. Evaluation: Rubric 40%
  • 16. Social Studies Unit Plan Presentation Each group will also create a 20-30 minute presentation that provides an overview of the unit plan and includes a demonstration lesson from their unit plan. As part of this presentation, each group will also prepare a Social Studies Fair display or interactive e-book that highlights the main features of their unit. This display will be used to share your unit with the class and can be used in the future for curriculum night. Evaluation: 10%
  • 17. Social Studies Fair Topic Purpose Summary / Conclusion Images Research Paper Artifacts
  • 18. Social Studies Fair
  • 19. Social Studies Fair
  • 20. First Nations Peoples Purpose Students will be learning about the Sequence of Activities lifestyle of the First Nations peoples and Early European Explorers that discovered Canada as part of the Lesson #1 Grade 6 Social Studies curriculum. First Nations culture oral More importantly, they will find the tradition and storytelling connections between these two Created by: groups and how early contact has affected the lives of First Nations Bernadette Verbuyst, Ash Garside, Lesson #2 Part 1 peoples of today. Janet Tykoliz, Patrick Carter, Angie Puim. Viking, French, and English explorers Culminating Activity For a culminating task, each Lesson 2: Part 2 and 3 student will act as Editor-in- chief Positive and negative effects and create a newspaper called First Nations Newspaper (they may of early contact between change the name if they feel inclined European and First Nations. to do so). This culminating task will be ongoing throughout the unit. During each lesson, students are to Lesson #3 complete an assignment. By the end of the unit, these assignments are to First Nations residential be organized in a fashion that schools represents a newspaper. Students will be given a check list of all the components that need to be present Lesson #4 in their final piece of work. Students may include information that we Achievements and discuss in class; however, they will contributions of present-day be encouraged to use outside resources to find their information.
  • 21. Social Studies Thrills & Chills
  • 22. Social Studies Thrills & Chills Thrills
  • 23. Social Studies Thrills & Chills Thrills Chills
  • 24. Social Studies Thrills & Chills Thrills Chills
  • 25. Social Studies Thrills & Chills Thrills Chills
  • 26. Social Studies Thrills & Chills Thrills Chills Sweet Spot of Teaching
  • 27. Why Social Studies?
  • 28. Why Social Studies? Students require the knowledge and skills gained from the social studies curriculum to function as informed citizens in a culturally diverse and interdependent world and to participate and compete in a global economy. - Ontario Ministry of Education
  • 29. The Purpose of Social Studies Education ✓ Develop the skills, strategies, and habits of mind required for effective inquiry and communication.
  • 30. The Purpose of Social Studies Education exam ✓ Develop the skills, strategies, and ine habits of mind required for effective ate deb inquiry and communication. ue C ritiq research understand or ate ga ni analyze e valu ze
  • 31. The Purpose of Social Studies Education ✓ Develop the skills, strategies, and habits of mind required for effective inquiry and communication.
  • 32. The Purpose of Social Studies Education ✓ Develop the skills, strategies, and habits of mind required for effective inquiry and communication. ✓ Relate and apply the knowledge acquired through Social Studies to the world outside the classroom.
  • 33. Point/Counter Point Team 1 will argue that Social Studies should be taught every day. Team 2 will argue that Social Studies should not to taught at all.
  • 34. Point/Counter Point Each team member must make one point or counter point. After a point has been made, the other team will an opportunity to make a counter point.
  • 35. Next Week Junior/Intermediate Social Studies Curriculum Overview Review the Social Studies Curriculum document Read Chapters 2, 10, 11 Participate in the online discussions Activity: Social Studies Connections (Bring your curriculum document)