Concept Walls in Social Studies
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Concept Walls in Social Studies

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Concept Walls in Social Studies Concept Walls in Social Studies Presentation Transcript

  • The Social Studies Concept Wall The Critical Bridge That Helps Students Make Connections to New Learning
    • Remember, Unit 1 is the key!
    • Connect the Social Studies curriculum to what students already know.
    • -Front end planning and instruction will pay off in the long run.
      • -Students will know more than memorized dates, names, and
      • places.
      • -Make the concept wall an integral part of your teaching…it will
      • help you and the students make connections within and
      • between concepts.
    • As you begin to teach the standards in Unit 2 and beyond always , always , always refer back to the Enduring Understandings on your concept wall.
    • Integrate reading and social studies as often as you can!
    • -From DOE PowerPoint “Units 1 and 2 Teacher Tips”
  • Themes Kid-Friendly EUs EQs Standards/Elements Books Illustrating Themes
  •  
  • This “living” display helps students make connections between the standards and elements and the units. Tracey’s concept wall is a concept “flip chart”! For each unit of study, she adds a new section for each of the unit’s themes on top of what is already displayed on her concept wall. Students then add their own work samples and important ideas. According to Tracey, students can then flip the different sections to see things they have already included on their concept wall. This will serve as a great tool when it is time to review for cumulative tests. -Tracey Wade, 5 th grade, Whitfield County Student Work
  • Christina’s third graders have been using their concept wall “closet” all year to organize their social studies learning. After learning about each of the concepts at the beginning of the year, students have added vocabulary terms, work samples, pictures, documents, and more to the wall. Christina writes that “…the kids have really taken ownership of it. They add things from ALL subject areas that they think are relevant and that help them to remember and clarify the enduring understandings.” -Christina Freeman, 3 rd grade, Henry County Current Events Vocabulary Student Work
  • “ I’ve found that my fifth graders get more out of these maps if I make them more friendly, including things that they can use and understand.” Students can even keep copies of these at their desks to refer to during the course of the unit. As they collect maps from different units, students can start to see how the themes repeat and change over time. They can also make meaningful connections between the content they’re learning and their own experiences and prior knowledge. -Heather Ellington , 5 th Grade, Lowndes Co.
  • Deale Fitch, K, Buford City
    • Key Points
    • Take the time to teach Unit 1.
    • ~It is crucial in building a conceptual foundation that will
    • support instruction throughout the year.
    • 2. Create the Concept Wall in some form.
    • ~Refer to it often, all year long.
    • ~Make connections to it, when appropriate, in all subject
    • areas.
    • 3. Encourage students to take ownership of the Wall.
    • ~Design activities that generate end products that can be
    • added to the Wall.
    • ~Encourage students to add to the Wall on their own—
    • articles, pictures, connections, comments, etc.
    • ~Reading response, Thinking Maps, and writing activities
    • can also be displayed.