iPads & Social Studies - using the power of inquiry.

1. iPads & Social
Studies
#iHistory #iPadPLC
Please sign in for both
contracts and clock hours.
Log into your laptop.

2. Remember:
Sign-in for
contracts & clock
hours.
Agenda
4:00-6:00
1. Introductions
2. iTunes – Resources - Smore
3. Learning Target & Success
Criteria
4. Mini inquiry project
5. Collaboration/Work session

3. Learning Target:
•Understand how inquiry and technology can engage
students in learning in the social studies classroom.
Success Criteria:
•I can infuse 21st century skills into an inquiry classroom.
•I can explain how an inquiry task will prepare students for
assessments.

4. Arc of inquiry

5. Apps in Social Studies
Keynote
Pages
iMovie
Book Creator
Tools 4
Students
Pic Collage
Trading Cards
Articles
(Wikipedia)
Good Notes
This Day
*Today’s Doc
Socrative
Puppet Pals
Strip
Designer
Explain Everything

6. SAMR model
Students read text &
post analysis to blog for
communication beyond
the classroom.
Students use an app to
communicate with others
about their reading
Student uses an eRead
app to read the text, high
light, take notes
Student reads iBook

7. 5D Framework: Where does it fit in?

8. Mini-inquiry assignment
Essential Question:
•What is the legacy of
the Great Depression
and World War II in
Washington State?
1. Read paragraphs 19-21
of Roosevelt’s address
at Bonneville Dam,
Oregon (p 362) and
look for answers to the
essential question –
high light sections that
could answer this EQ.
2. As you have more
questions, write them
on notes in the iBook.

9. Mini-inquiry assignment
Close Reading of the Text using “Marking the text":
•Key terms: In order to identify a key term, consider if the
word or phrase is repeated, defined by the author, used
to explain or represent an idea, or a central concept –
highlight with red.
•Relevant information might include evidence, definitions,
explanations, descriptions, or data/statistics – highlight
with green.
•Terms/ideas you do not know or understand – double
tap to find definition or highlight in blue if definition
doesn’t help.

10. Read the lyrics of the Washington State song,
“Roll on Columbia, Roll on” by Woody Guthrie
(p. 365). While you read:
• highlight information that can help answer
the essential question in green

11. What did I just read?
• Review your notes in the iBook
• Discuss your notes with a partner and add to
your own notes
• Open up your Socrative Student App or go to
http://b.socrative.com/login/student/
• Join the Room – Mr.D (no spaces)
• Answer the 3 questions.

12. Position/Claim Statement
In the primary source_______________________
[Title of text]
________________ claims that __________________.
[Author] [What is the author’s claim?]
_________________ supports his claim when
[Author]
he______________________________ that
[Verb, such as lists, describes, explains]
_______________________________________.
[Give evidence that supports the claim]

13. Group Sharing
Each table group will use an app to present
Position/Claim statement & evidence that could be
used in the classroom.
We’ll use the app, Decide Now
($.99), to pick your app!
Have fun!

14. Continue your inquiry on your
iPad….
• Research current thinking about the dam
system on the Columbia River
• What do you wonder about dams on the Columbia?
• How do the dams impact the environment?
• Do the dams still provide everything your primary
sources said they would?

15. In closing…
• What can you commit to trying?
• This week?
• Sometime in the next month?
• Before we meet in February?
• How can you support each other in this
work?

16. Wrap Up
• What can you commit to trying?
• This week?
• Sometime in the next month?
• Before we meet in February?
Next Classes:
iPads & English 11/13 course # 2273
iWorks: Pages & Keynote 11/20 Course #2300