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Common Core and the Social Studies Classroom

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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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