This document discusses strategies for teaching social studies using Common Core standards and focusing on historical thinking. It provides examples of lessons and activities that get students to examine sources, evaluate evidence and perspectives, and develop understanding of historical context. These strategies are aimed at helping students think like historians by analyzing primary sources and applying evidence to support arguments, rather than just learning facts. The document also provides recommendations for additional teaching resources.
Program on Information Science Brown Bag:David Weinberger on Libraries as Pla...Micah Altman
David Weinberger, who is a Shorenstein Fellow at Harvard University, and former co-director of the Harvard Library labs, presented a talk on Libraries as Platforms: Enabling Libraries to Become Community Centers of Meaning part of the Program on Information Science Brown Bag Series.
Ferrarelli M 2015 Hacker Ethic & Remix Practices in the 21st Century ClassroomMariana Ferrarelli
Defined by Ken Robinson as the process of generating ideas that have value, creativity still remains a mystery to many educators. Whether it can be taught or not, how it can be fostered in the 21st century, or why it is relevant to teachers are all aspects of the same issue that should be addressed from an in-depth perspective. Is there anything 100% new? Where does ‘newness’ come from? Do digital technologies promote or stifle creativity? The presenter will deal with all these challenging questions focusing the analysis on what happens with creativity in the language classroom. Is there only one way to be creative? Can creativity become a habit? Teachers and educators in general are all invited to debate and share experiences.
Program on Information Science Brown Bag:David Weinberger on Libraries as Pla...Micah Altman
David Weinberger, who is a Shorenstein Fellow at Harvard University, and former co-director of the Harvard Library labs, presented a talk on Libraries as Platforms: Enabling Libraries to Become Community Centers of Meaning part of the Program on Information Science Brown Bag Series.
Ferrarelli M 2015 Hacker Ethic & Remix Practices in the 21st Century ClassroomMariana Ferrarelli
Defined by Ken Robinson as the process of generating ideas that have value, creativity still remains a mystery to many educators. Whether it can be taught or not, how it can be fostered in the 21st century, or why it is relevant to teachers are all aspects of the same issue that should be addressed from an in-depth perspective. Is there anything 100% new? Where does ‘newness’ come from? Do digital technologies promote or stifle creativity? The presenter will deal with all these challenging questions focusing the analysis on what happens with creativity in the language classroom. Is there only one way to be creative? Can creativity become a habit? Teachers and educators in general are all invited to debate and share experiences.
Webinar presentation TEACHING WITH PRIMARY SOURCEStabor1
Teaching with Primary Sources (not only in history lessons) with a lot of links to useful websites
A presentation by Scott Waring, University of Central Florida
This presentation by NCDPI consultants will focus on how teachers and curriculum coordinators can purposefully plan and effectively make the connections shared by content areas while maintaining the integrity of each discipline. Skills that are transferrable will be identified and through collaboration of the disciplines we create cohesion in terms of student expectations.
Presenter(s): Ann Carlock and Anna Frost
3. Coleman Report 1966
Concluded that the quality of
schooling a student receives
accounts for only 10% of the
“variance in student
achievement.”
4. Jenks Report 1972
“. . . differences in test scores
are due to factors that
schools do not control.”
5. Brophy / Good 1986
“The myth that teachers don’t
make a difference in . . .
learning has been refuted.”
6. Mehta / Foorman 2005
“Students who spent a year in
classrooms taught by teachers
who use research-based
strategies are more likely to out-
perform those students who did
not.”
52. We never would have found this
person if the person hadn’t been so
hard to find.
53. 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.
54. 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.
67. Paul Harvey
The Rest of the Story
William Bruce
Mindtronics
Inquiry Alive
Discrepant Event Inquiry
68. examine source
information
evaluate multiple
accounts &
perspectives
apply evidence to
support claims
analyze primary
sources
understand historical
context
69.
70.
71.
72.
73.
74. I pledge allegiance to my flag
and to the republic for which it
stands, one nation indivisible,
with liberty and justice for all.
75. I pledge allegiance to my flag
and to the republic for which it
stands, one nation indivisible,
with liberty and justice for all.
I pledge allegiance to the flag of
the United States of America, and
to the republic for which it stands,
one nation under God, indivisible,
with liberty and justice for all.
108. examine source
information
read multiple accounts
& perspectives
use evidence to
support claims
analyze primary
sources
understand historical
context