Common Core and the Social Studies Classroom

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  • prepare kids to be creative, open-minded problem-solvers\n
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  • prepare kids to be creative, open-minded problem-solvers\n
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  • More fun stuff / the discrepant inquiry is when you provide a problem for the kids to solve, they solve it by asking the teacher questions that can be answered by only yes or no answers (if stuck, divide the kids into groups and let them brainstorm) and it can be timed if teachers have multiple sections of kids. Give the section with the quickest time extra credit or recess or candy, etc. Prevents kids from telling later sections the answers\n
  • More fun stuff / the discrepant inquiry is when you provide a problem for the kids to solve, they solve it by asking the teacher questions that can be answered by only yes or no answers (if stuck, divide the kids into groups and let them brainstorm) and it can be timed if teachers have multiple sections of kids. Give the section with the quickest time extra credit or recess or candy, etc. Prevents kids from telling later sections the answers\n
  • An example; The answer? Trail of Tears, these were Cherokee indians dragged from Tenn. to Oklahoma (the horror! The horror!) Used to introduce indian unit or 1820s for example\n
  • An example; The answer? Trail of Tears, these were Cherokee indians dragged from Tenn. to Oklahoma (the horror! The horror!) Used to introduce indian unit or 1820s for example\n
  • The Iceman who was found in the Italian Alps in 1991; good time for some guided practice, let them try and write their own\n
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  • What do history problems look like? Get with your partner, suggest different examples of history as mystery with the group. Then with your partner, solve this problem\n
  • What do history problems look like? Get with your partner, suggest different examples of history as mystery with the group. Then with your partner, solve this problem\n
  • What do history problems look like? Get with your partner, suggest different examples of history as mystery with the group. Then with your partner, solve this problem\n
  • What do history problems look like? Get with your partner, suggest different examples of history as mystery with the group. Then with your partner, solve this problem\n
  • What do history problems look like? Get with your partner, suggest different examples of history as mystery with the group. Then with your partner, solve this problem\n
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  • Some resources for the discrepant event inquiry\n
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  • Examples will be push / pull - Push is teacher created materials on iBooks using Book Creator - Pull is student created work on iPads sent back to teacher / example from teachinghistory.org\n
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  • Go to handouts for resources & model graphic organizers / review, discuss, what are your favorites, what have you used, etc (this could be a pretty good chunk of time!) If you have Inspiration, show them that, though they may have already used it \n
  • Go to handouts for resources & model graphic organizers / review, discuss, what are your favorites, what have you used, etc (this could be a pretty good chunk of time!) If you have Inspiration, show them that, though they may have already used it \n
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  • Common Core and the Social Studies Classroom

    1. 1. Social Studies and the 21st centuryCommon Core quality instruction Glenn Wiebe glennw@essdack.org ESSDACK
    2. 2. role of 21st centurysocial studies?
    3. 3. “the cogent reasoning anduse of evidence essential toresponsible citizenship in ademocratic republic.”
    4. 4. the problem?
    5. 5. what does it look like to blendCommon Core and socialstudies specific literacy?
    6. 6. the solution
    7. 7. revise current standards focus on process, not content
    8. 8. not so much reading & writing acrossthe curriculum but reading & writing within the discipline
    9. 9. newstandards?
    10. 10. Common Core?
    11. 11. Trickle orTsunami? what do you agree with? what questions do you have?
    12. 12. Teaching theCommon Core partner & review a lesson
    13. 13. how arehistory students different than historians?
    14. 14. kids seehistory asanswers
    15. 15. kids seehistory asanswers historians see history as problems
    16. 16. examine source information read multiple accounts & perspectives use evidence to support claims analyze primary sourcesunderstand historical context
    17. 17. examine source information read multiple accounts & perspectives use evidence to support claims analyze primary sourcesunderstand historical context
    18. 18. “What really happened in Boston on March 5, 1770?”
    19. 19. a magic wand or windowframe also works
    20. 20. 5 W’s andcredibilityprimarydocuments
    21. 21. examine source information read multiple accounts & perspectives use evidence to support claims analyze primary sourcesunderstand historical context
    22. 22. Slavery quotes
    23. 23. Discrepant Event InquiryRiddle / problem / questionYes or no questions onlyTimed
    24. 24. In 1837, a boy named John and his six brothers and sisters lived on a farm in a beautiful, wooded area in Tennessee. His family planted corn & raised animals for food and milk. His father was a lawmaker and his mother taught English in a local school. They were happy & prosperous.
    25. 25. In 1839, the family moved to a dry, treeless, flat prairie where it was difficult to raise enough food to survive. Three of John’s siblings died. Unable to make a living farming, his father went back to being a legislator and his mother wrote for a newspaper. They missed their home in the mountains.
    26. 26. We never would have found this person if the person hadn’t been so hard to find.
    27. 27. When? Where? What?take advantage of analysisworksheets
    28. 28. take advantage of analysisworksheets
    29. 29. take advantage of analysisworksheets
    30. 30. take advantage of analysisworksheets
    31. 31. take advantage of analysisworksheets
    32. 32. take advantage of analysisworksheets
    33. 33. When? Where? What?
    34. 34. When? Where? What?
    35. 35. “Backwards” DEI • Student stands facing class • Project picture on wall • Student must ask the questions
    36. 36. Paul Harvey The Rest of the StoryWilliam BruceMindtronicsInquiry AliveDiscrepant Event Inquiry
    37. 37. “Tomorrow we’re going to start aunit on the Oregon Trail. Readchapters 3 & 4 and fill in theblanks”
    38. 38. One side write • What you seeThe other • What you feel
    39. 39. what did you see?
    40. 40. what did you feel?
    41. 41. what do they all have in common?
    42. 42. examine source information read multiple accounts & perspectives use evidence to support claims analyze primary sourcesunderstand historical context
    43. 43. historical fiction create Fact / Fiction / Not Sure graphic organizer
    44. 44. Children of the Dust BowlOut of the Dust
    45. 45. Create questions from “Not Sure” listResearch using non-fiction to find answersCreate a page of larger class book
    46. 46. examine source information read multiple accounts & perspectives use evidence to support claims analyze primary sourcesunderstand historical context
    47. 47. Summarizing Pyramid Read Kansas. Traveling the Oregon Trail
    48. 48. Quick Draw for Points Read Kansas. Traveling the Oregon Trail
    49. 49. teacher &student ePUBs Wikipedia: Create a Book
    50. 50. examine source information read multiple accounts & perspectives use evidence to support claims analyze primary sourcesunderstand historical context
    51. 51. story timeline Jeannie Baker Window
    52. 52. community timeline Read Kansas. I Live in Kansas! or Point of View
    53. 53. Toni Morrison Remember:The Journey to School Integration I Am Poem
    54. 54. Caroline Starr Rose May B
    55. 55. othe r goodies?
    56. 56. primary sources DocsTeach docsteach.org
    57. 57. teaching resources ThinkFinity thinkfinity.org
    58. 58. teaching resources Smithsonian smithsonianeducation.org
    59. 59. professional growth National History Education Clearinghouse teachinghistory.org
    60. 60. primary sources Library of Congress loc.gov/teachers
    61. 61. primary sources National Archives archives.gov/education
    62. 62. problem solving Historical Thinking historicalthinkingmatters.org
    63. 63. digital resources History with Technology thwt.org
    64. 64. great books Notable Tradebooks socialstudies.org/notable
    65. 65. clean web pages Readability readability.com
    66. 66. online bibliography BibMe bibme.org
    67. 67. American PresidentsA Sailor’s Life for Me The Civil War Today
    68. 68. book browsing time website browsing time
    69. 69. Elbow partner?
    70. 70. “In times of change thelearners shall inherit theearth, while the learned findthemselves beautifully equippedto deal with a world that nolonger exists.”Eric Hoffer
    71. 71. have more questions? contact: Glenn Wiebe glennw@essdack.org socialstudiescentral.com historytech.wordpress.com View presentations at: slideshare.net/glennw98

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