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Social Studies and the C4 Framework - Grades 6-12 (May 2014)
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Social Studies and the C4 Framework - Grades 6-12 (May 2014)

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Social Studies and the C4 Framework - Grades 6-12 (May 2014) Presentation Transcript

  • 1. Social Studies and the C4 Framework quality instruction in the 21st century Glenn Wiebe glennw@essdack.org ESSDACK
  • 2. find a buddy
  • 3. introduce yourself best lesson of the year observation on standards
  • 4. “If you wanted to create an educational environment that was directly opposed to what the brain is good at doing . . .
  • 5. “. . . you would probably design something like 
 a modern classroom.” John Medina
 Brain Rules
  • 6. so. . . what’s the opposite of that?
  • 7. David Cutler The Atlantic
 May 1, 2014 “High School History Doesn’t Have to Be Boring”
  • 8. • solving problems is required • students make connections • students become experts • immediate feedback
  • 9. • there’s always an answer • “cheating” is allowed • failure is good • learning is collaborative
  • 10. sticky idea?
  • 11. historical thinking rewires brains
  • 12. rewiring brains is a good thing
  • 13. standards & assessment resources questions some examples
  • 14. how are they different than the old ones? the standards
  • 15. “Social Studies content is the vehicle for demonstrating mastery, not the destination.”
  • 16. another way to think about it?
  • 17. choices consequences rights responsibilities beliefs ideas diversity continuity change dynamic relationships teach these things
  • 18. choices consequences rights responsibilities beliefs ideas diversity continuity change dynamic relationships teach these things by having kids do these things recognize and evaluate analyze context and draw conclusions investigate and connect construct/create and 
 justify/defend
  • 19. NCSS
 College, Career, and Civic Life Framework for Inquiry
  • 20. wonders likes
  • 21. content analysis and historical thinking state assessment
  • 22. what might the state assessment look like?
  • 23. is there a way to organize all of this?
  • 24. - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
  • 25. collect communicate collaborate create
  • 26. The student will gather, recognize, organize, and evaluate: ! ! significant choices significant beliefs, contributions, and ideas rights and responsibilities continuity and change dynamic relationships
  • 27. modeling document analysis
  • 28. John Barker Read Aloud
  • 29. text context
 subtext source
 contextualize read between the lines
  • 30. primary sources analysis worksheets
  • 31. sheg.stanford.edu 21st century curriculum Reading Like an Historian
  • 32. 21st century curriculum Zoom In
  • 33. googleable un-googleable what’s the difference?
  • 34. where & when was this photo taken?
  • 35. how about this one?
  • 36. does this help?
  • 37. Malaga Cove Elementary School
 Los Angeles County, CA 1930
  • 38. Bellamy Salute
 1892-1942
  • 39. Question Formation Technique
  • 40. what questions do you have? write them on post-it notes
  • 41. • ask as many questions as you can • don’t discuss, judge or answer the questions • write every question exactly as stated • change any statement into a question
  • 42. sort questions by “googleable” and “un-googleable” swap lists and change at least one “compelling” to “supporting” & vice-versa
  • 43. think “supporting” & “compelling”
  • 44. sort questions by “googleable” and “un-googleable” swap lists and change at least one “compelling” to “supporting” & vice-versa
  • 45. prioritize the “compelling”
  • 46. use the “compelling” to: 
 • plan next steps • guide learning • ensure alignment to standards and benchmarks
  • 47. Question Focus examples?
  • 48. Question Focus: 
 • clear focus • not a question • stimulates new lines of thinking • doesn’t show teacher preference
  • 49. “Yesterday we were slaves.
 Today we are free.” “The only reason we found King Tut was because he was too hard to find.” “The Cold War was more than just a war.” “The key to winning the battle the Civil Rights movement was not to fight.”
  • 50. three stage media analysis data information knowledge
  • 51. what is this map telling us? how do you know?
  • 52. http://www.washingtonpost.com/blogs/worldviews/wp/2013/01/07/a-surprising-map-of-the-best-and-worst-countries-to-be-born-into-today
  • 53. can students make their own map to collect data?
  • 54. kahoot.it PIN #
  • 55. Literacy activities history frame word sorts quick draw book bits summarizing pyramid
  • 56. getpocket.com read later Pocket
  • 57. bibme.org online bibliography BibMe
  • 58. anywhere access Evernote evernote.com
  • 59. collect communicate collaborate create
  • 60. Read, Write, and Communicate effectively by: preparing and collaborating with diverse partners in conversations about topics within the disciple
  • 61. padlet.com/wall/howdidhedie reflection Padlet
  • 62. dropbox.com online storage DropBox
  • 63. sendtodropbox.com online storage SendtoDropBox
  • 64. sschat.ning.org teaching resources #sschat / twitter search.twitter.com
  • 65. collect communicate collaborate create
  • 66. “The student will use his / her understanding of dynamic relationships between people, places, ideas, and environments to create a personal, community, state, and/or national narrative.”
  • 67. tourbuilder.withgoogle.com Google Earth tours
  • 68. storymaps.arcgis.com Story Maps
  • 69. ReadWriteThink government activity
  • 70. serious games gamesforchange.org
  • 71. SimCityEdu simcityedu.org
  • 72. MineCraftEdu minecraftedu.com
  • 73. commercial games
  • 74. Gaming the Past: Using Video Games to Teach Secondary History
 Jeremiah McCall Using Games in the History Classroom
 teachinghistory.org
  • 75. What if history
  • 76. less complex?
  • 77. write lines of dialogue
  • 78. iPhone from the past
  • 79. iOS digital storytelling Storehouse
  • 80. collect communicate collaborate create
  • 81. Communicate effectively by presenting information and evaluation to others in a manner that is not totally written text designing and delivering a presentation on a specific topic using multiple modes of communication and adjusting presentations
  • 82. Causes of World War One? pie chart activity
  • 83. imperialism, nationalism, alliance system
  • 84. surviving a zombie apocalypse?
  • 85. goo.gl/FXEw8E
  • 86. thinglink.com Thinglink
  • 87. beyondthebubble.stanford.edu Beyond the Bubble
  • 88. docsteach.org DocsTeach
  • 89. what are you zinking about?
  • 90. padlet.com/wall/ reflection Padlet
  • 91. essdk.me/ZUo
  • 92. have more questions? Glenn Wiebe
 glennw@essdack.org
 glennwiebe.org
 socialstudiescentral.com
 
 View presentations at:
 slideshare.net/glennw98