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Social studies classroom and technology 2014
 

Social studies classroom and technology 2014

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    Social studies classroom and technology 2014 Social studies classroom and technology 2014 Presentation Transcript

    • Social Studies and the C4 Framework quality instruction in the 21st century Glenn Wiebe glennw@essdack.org ESSDACK
    • “How can I adapt and use this tool or strategy in my classroom to enhance learning and teaching?”
    • why the difference?
    • standards & assessment primary sources video games handy tools Apple goodies
    • find a
 buddy
    • e standards th what questions do you hav e?
    • Kansas standards “Social Studies content is the vehicle for demonstrating mastery, not the destination.”
    • Choices have consequences Individuals have rights and responsibilities Societies are shaped by beliefs, ideas, and diversity Societies experience continuity and change over time Relationships between people, place, ideas, and environments are dynamic
    • focus is on benchmarks new “delta” indicators
    • recognize and evaluate analyze context and draw conclusions investigate and connect construct/create and justify/ defend
    • focus is on 
 best practices Common Core and discipline specific
    • focus is on appropriate content but . . . not mandated,
 not tested
    • state assessment content analysis and historical thinking
    • 2013 - 2014 
 pilot items
 proposed 
 timeline assessment o full n 2014 - 2015
 3-2014test
 201 field 
 2015 - 2016
 full assessment
    • proposed timeline 2013 - 2014 
 pilot items
 
 2014 - 2015
 field test
 
 2015 - 2016
 full assessment
    • and technology!?
    • - The C4 FRAMEWORK COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com l goodies at www.ceefour.com
    • why the difference?
    • In a few seconds, we had ceased to be men. Had the situation not been so tragic, we might have laughed. We looked pretty strange! Meir Katz, a colossus, wore a child’s pants, and Stern, a skinny little fellow, was floundering in a huge jacket. We immediately started to switch.
    • I glanced over at my father. How different he looked! His eyes were veiled. I wanted to tell him something, but I didn’t know what.
    • The night had passed completely. The morning star shone in the sky. I too had become a different person. The student of Talmud, the child I was, had been consumed by the flames. All that was left was a shape that resembled me. My soul had been invaded – and devoured – by a black flame.
    • what might be questions to ask?
    • What is the difference between inhuman and inhumane? Does the definition change depending on time and place?
    • How should the United States and the UN respond to ongoing genocide and work to prevent future genocide?
    • Jewish Partisans jewishpartisans.org
    • Social Studies Central
 www.socialstudiescentral.com
    • Google Earth googlelittrips.org
    • Google Earth tours tourbuilder.withgoogle.com
    • google World Wonders project google Treks
    • ry sources prima
    • three stage media analysis data information knowledge
    • how are they different? how are they the same?
    • which of these images depicts actual events? ! how do you know?
    • student response system Kahoot getkahoot.com
    • kahoot.it • • enter PIN # enter nickname
    • A B C
    • In those days, they had rabbit drives. The rabbits got so thick, yeah, we had rabbit drives . . . somebody organized it and we made a big circle, then we’d close in on ‘em, had a big pen out in the middle and boy, the jack rabbits, they squealed. One time, just south of the river, we had a drive. We circled clear around about four miles; we walked about two miles. And never let ‘em go by and drove ‘em into that pen, and people got in there with clubs, and clubbed ‘em to death. And then they got some money out of the rabbits. They had to do something with the rabbits eating the crops, they’d just eat it down to nothin’. There were so many . . . And it helped out. 
 Elmer Wetzel
 Born September 1908
 Ford County, Kansas
    • does how we live change depending on when and where we live?
    • 21st century curriculum Reading Like an Historian sheg.stanford.edu
    • 21st century assessment Beyond the Bubble beyondthebubble.stanford.edu
    • DocsTeach docsteach.org
    • primary sources National Archives archives.gov/education/lessons
    • primary sources Library of Congress loc.gov/teachers
    • collaborative document analysis padlet.com/wall/socialstudies612
    • ndy tools ha
    • clean web pages Print Friendly printfriendly.com
    • video downloader KeepVid keepvid.com
    • online bibliography BibMe bibme.org
    • flipped lessons TED-Ed ed.ted.com
    • group texts Remind101 remind101.com
    • fake social media Class Tools classtools.net
    • eo games vid
    • video games Mission US mission-us.org
    • video games Stop Disasters stopdisastersgame.org
    • video games SimCity: Edu simcityedu.org
    • video games Serious Games gamesforchange.org
    • apps obile m American Presidents The Civil War Today
    • • • • historical accuracy analysis as evidence character study
    • • • • annotation of screenshots game play reflection writing prompts
    • What role does Civilization suggest geography plays in the development of a successful country? Use evidence from the game and prior knowledge.
    • iscrepant visual D nt Inquiry Eve
    • where? when? what?
    • apple tools iPhoto iTunes U iBooks
    • win a prize!
    • what are you zinking about?
    • essdk.me/ZUo
    • have more questions? Glenn Wiebe
 glennw@essdack.org
 glennwiebe.org
 socialstudiescentral.com
 
 View presentations at:
 slideshare.net/glennw98