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Common Core and the Social Studies Classroom
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Common Core and the Social Studies Classroom

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Common Core and the Social Studies Classroom Common Core and the Social Studies Classroom Presentation Transcript

  • Social Studies and the 21st centuryCommon Core quality instruction Glenn Wiebe glennw@essdack.org ESSDACK
  • Based on educational research, can you make a difference in student learning?
  • Coleman Report 1966Concluded that the quality ofschooling a student receivesaccounts for only 10% of the“variance in studentachievement.”
  • Jenks Report 1972 “. . . differences in test scores are due to factors that schools do not control.”
  • Brophy / Good 1986 “The myth that teachers don’t make a difference in . . . learning has been refuted.”
  • Mehta / Foorman 2005 “Students who spent a year in classrooms taught by teachers who use research-based strategies are more likely to out- perform those students who did not.”
  • 50th3rd
  • What does an “ineffective teacher” look like?
  • living on just the first floor
  • describe, collect, recall, tell, list,data
  • 96th
  • What does an “effective teacher” look like?
  • living on allthe floors
  • compare, explain, interpret, cause, evaluate, infer,information
  • evaluate, imagine, persuade, judge, conclude, problemknowledge
  • knowledgeinformation data
  • “the cogentCommon Core reasoning and use of evidence essential to responsible citizenship in a democratic republic.”
  • Common Core Getting Students to Think Like Historians
  • Social Studies Central www.socialstudiescentral.com
  • “Teaching the Common Core” partner & review a lesson
  • revise current standards focus on process, not content
  • what does this sort ofhistorical thinking look like?
  • how arehistory students differentthan historians?
  • kids seehistory asanswers
  • kids seehistory asanswers historians see history as problems
  • why thedifference?
  • examine source information evaluate multiple accounts & perspectives apply evidence to support claims analyze primary sourcesunderstand historical context
  • examine source information evaluate multiple accounts & perspectives apply evidence to support claims analyze primary sourcesunderstand historical context
  • “What really happened in Boston on March 5, 1770?”
  • a magic wand or windowframe also works
  • mini DBQs map hook activity
  • examine source information evaluate multiple accounts & perspectives apply evidence to support claims analyze primary sourcesunderstand historical context
  • Slavery quotes
  • Discrepant Event InquiryRiddle / problem / questionYes or no questions onlyTimed
  • We never would have found this person if the person hadn’t been so hard to find.
  • 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.
  • 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.
  • when? where? what?
  • When? Where? What?
  • When? Where? What?
  • “Backwards” DEI
  • Paul Harvey The Rest of the StoryWilliam BruceMindtronicsInquiry AliveDiscrepant Event Inquiry
  • examine source information evaluate multiple accounts & perspectives apply evidence to support claims analyze primary sourcesunderstand historical context
  • I pledge allegiance to my flagand to the republic for which itstands, one nation indivisible,with liberty and justice for all.
  • I pledge allegiance to my flagand to the republic for which itstands, one nation indivisible,with liberty and justice for all. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
  • who started theRevolutionary War? how do you know?
  • historical fiction create Fact / Fiction / Not Sure graphic organizer
  • Children of the Dust BowlOut of the Dust
  • examine source information evaluate multiple accounts & perspectives apply evidence to support claims analyze primary sourcesunderstand historical context
  • emotional envisioning
  • one side write what you seethe other what you feel
  • what did you see?
  • what did you feel?
  • what do they all have in common?
  • The Ruby Bridges Story
  • how and why did racism start?can you prove that it has ended?
  • Quick Draw for Points Read Kansas. Traveling the Oregon Trail
  • Summarizing Pyramid Read Kansas. Traveling the Oregon Trail
  • Pie Chart activity Causes of the Civil War
  • slavery, economics, states rights?
  • Google Earth activity Where was the “West?”
  • Literacy activities Word Sorts List / Group / Label History Frame
  • Appendix B sample performance tasks
  • examine source information read multiple accounts & perspectives use evidence to support claims analyze primary sourcesunderstand historical context
  • story timeline Jeannie Baker Window
  • TED-Ed Video and critical thinking
  • geography & maps google earth
  • Caroline Starr Rose May B
  • Toni Morrison Remember:The Journey to School Integration I Am Poem
  • othe r goodies?
  • primary sources DocsTeach docsteach.org
  • teaching resources ThinkFinity thinkfinity.org
  • teaching resources Smithsonian smithsonianeducation.org
  • professional growth National History Education Clearinghouse teachinghistory.org
  • primary sources Library of Congress loc.gov/teachers
  • primary sources National Archives archives.gov/education
  • problem solving H.S.I. web.wm.edu/hsi/
  • problem solving Historical Thinking historicalthinkingmatters.org
  • digital resources History with Technology thwt.org
  • great books Notable Tradebooks socialstudies.org/notable
  • clean web pages Readability readability.com
  • online bibliography BibMe bibme.org
  • next steps?
  • best practices in discipline identify possible texts adapt current instruction communicate with ELA
  • have more questions? contact: Glenn Wiebe glennw@essdack.org socialstudiescentral.com historytech.wordpress.com View presentations at: slideshare.net/glennw98