February 24 PPT for LinkedIn

Social Studies Curriculum
Design with ELA
Integration, Grades K-8
Katherine R. Cassioppi
K.I.D.S.
February 24, 2015

Welcome! I’m Glad You’re Here!
Goals for today:
•Explore Social Studies
topics while helping
students become skilled
readers, writers, and
thinkers
•Design instruction that
incorporates Social
Studies and ELA
standards
• Generate questions to
insure rigorous and
integrating thinking for
problem solving
• Evaluate academic
vocabulary
• Examine examples of
Social Studies content
based literature

Also included, at no extra charge:
• Integrative teaching
strategies to use in
Social Studies and
ELA
• Opportunities to
collaborate with
peers
• Fun!

My Philosophy…
It is my strong belief that we are
our own best resource!

The Challenge!
• In grades K-5, literacy standards in
history/social studies, science, and technical
subjects are integrated into the Reading
Standards.
• The New Illinois Learning Standards and the
CCSS for ELA contain separate literacy
standards for grades 6-12 in history/social
studies, science, and technical subjects.

The Challenge!
We will look through two lenses:
•Elementary ELA areas
•Middle School Social Studies content
We will focus on how to combine the two to
maximize student achievement through the
integration of standards.
•Whew!!!

Introduction Activity:
A Penny for Your Thoughts
• Think back… what
happened in 2009?
Answers could include:
• “Miracle on the Hudson”
• Somali Pirates/Rescue of
Captain Phillips
• The outbreak of the
H1N1 (“swine flu”)
influenza strain
• Michael Jackson dies

Now It’s Your Turn…
• Take two pennies from
the bag.
• Hand it to the person
to your left so that they
can do the same.
• After every person has
two pennies, select one
of them.
• You will share at least
one thing that made
that penny’s particular
year special for you in
some way.
• Also share your name
and what/where you
teach. 

What Does Social Studies Look
Like in Your Classroom?

Social Studies
• What is it?
• What does the National Council for the Social
Studies (NCSS) say?
• New Illinois Learning Standards for ELA, CCSS
Literacy in History/Social Studies
• Illinois State Standards for Social Science and
Mandates
• College, Career, and Civic Life (C3)
Framework for Social Studies State Standards

What is Social Studies?
Your View…
We will use the strategy
of “Think, Pair, Share”
with the Frayer Model to
examine social studies
with your definitions,
characteristics, examples,
and non-examples.

“Origami” Frayer Model Directions
1. Hold a sheet of 8 ½ x 11 inch paper like a
portrait. Then fold the sheet in half
horizontally.
2. Now fold the paper in half vertically to create
4 sections if you open it up.
3. On the corner where the folds meet, fold a
right triangle with the bottom edge of the
triangle parallel to the bottom edge of the
paper.
4. Now open the paper flat, put the word in the
center diamond, and label the four sections
like they are on a regular Frayer Model.

Carousel Brainstorming
• In our groups, we will visit the chart
5 paper “stations” placed around the
room.
• Each group will read the passage and make comments about
it on the bottom of the chart paper.
• After two minutes, each group will fold their comments so
that they are hidden from the next group, using the paper
clips.
• Rotate to the right to the next station and continue reading
and commenting.
• After all stations have been visited, each group will return to
their seats for debriefing.

Station 1.) Social studies is the integrated study of the social
sciences and humanities to promote civic competence. Within
the school program, social studies provides coordinated,
systematic study drawing upon such disciplines as
anthropology, archaeology, economics, geography, history, law,
philosophy, political science, psychology, religion, and
sociology, as well as appropriate content from the humanities,
mathematics, and natural sciences. The primary purpose of
social studies is to help young people develop the ability to
make informed and reasoned decisions for the public good as
citizens of a culturally diverse, democratic society in an
interdependent world.
NCSS Task Force on Standards for Teaching and Learning in the Social Studies, 1993, p. 213; http://
www.socialstudies.org/standards/execsummary

Station 2.) James L. Barth (1993) provides a
simpler definition of social studies: Social
studies is the interdisciplinary integration of
social science and humanities concepts for the
purpose of practicing problem solving and
decision making for developing citizenship
skills on critical social issues.
http://www.education.com/reference/article/definitions-social-studies/

Station 3.) The humanities (literature, the performing
arts, and the visual arts) are an important part of
social studies, too (Eisner, 1991). The arts serve two
functions. First, they help children better understand
the people, places, and ideas they study. Stories,
songs, dances, plays, paintings, statues, and other
works of art allow students to become acquainted
with the people who created them. Second, children
can show us what they know by expressing
themselves through the arts…. A good social studies
unit of study should pull information and ideas from
several different fields.
http://www.education.com/reference/article/definitions-social-studies/

Station 4.) Social studies is taught in kindergarten
through grade 12 in schools across the nation. As a
field of study, social studies may be more difficult to
define than as a single discipline such as history or
geography, precisely because it is multidisciplinary
and interdisciplinary and because it is sometimes
taught in one class (perhaps called
"social studies") and sometimes in
separate discipline-based classes
within a department of social studies.
http://www.learner.org/workshops/socialstudies/pdf/session8/8.WhatIsSocialStudies.pdf

Station 5.) K–12 social studies programs integrate
knowledge, skills, and attitudes within and across
disciplines. At primary levels, children often learn
social studies through learning opportunities that are
highly integrated across several disciplines. These often
take the form of units constructed around themes. For
example, teachers using the theme
"time, continuity, and change“ would
likely engage young learners in studies
using history, science, and language
arts.
http://www.learner.org/workshops/socialstudies/pdf/session8/8.WhatIsSocialStudies.pdf

Let’s Look at a 1st
Grade SS Lesson
https://www.teachingchannel.org/videos/tch-presen
(start video at 1:48, end at 6:20)

Star Student Lesson – Turn & Talk
This lesson is taught at the beginning of the year in a
first grade classroom.
Turn to your elbow partner on your left and discuss
(45 seconds each):
•How does the teacher weave Social Studies
and ELA into the lesson?
•What ELA Standards
did you observe?
•What aspects of Social
Studies are evident?

And Now for the Common Core and
the New Illinois Learning Standards…

CCSS for ELA
The Common Core asks students to read stories
and literature, as well as more complex texts
that provide facts and background knowledge
in areas such as science and social studies.
Students will be challenged and asked
questions that push them to refer back to what
they’ve read. This stresses critical-thinking,
problem-solving, and analytical skills that are
required for success in college, career, and life.
http://www.corestandards.org/ELA-Literacy/

The Standards set requirements for English Language arts (ELA)
but also for literacy in history/social studies, science, and
technical subjects. Just as students must learn to read, write,
speak, listen, and use language effectively in a variety of content
areas, so too must the Standards specify the literacy skills and
understandings required for college and career readiness in
multiple disciplines.
Beginning in grade 6, the literacy standards allow teachers of
ELA, history/social studies, science, and technical subjects to use
their content area expertise to help students meet the particular
challenges of reading, writing, speaking, listening, and language
in their respective fields.

The CCSS ELA Standards
Reading (includes Literature, Informational Text, Foundational Skills):
•Key Ideas and Details
•Craft and Structure
•Integration of Knowledge and Ideas
•Range of Reading and Level of Text Complexity
Writing (includes Standards for Literacy in History/Social Studies,
Science and Technical Subjects):
•Text Types and Purposes
•Production and Distribution of Writing
•Research to Build and Present Knowledge
•Range of Writing
•Speaking and Listening
•Comprehension and Collaboration
•Presentation of Knowledge and Ideas

The CCSS ELA Standards, cont.
Speaking & Listening
•Comprehension and Collaboration
•Presentation of Knowledge and Ideas
Language:
•Conventions of Standard English
•Knowledge of Language
•Vocabulary Acquisition and Use
Standard 10: Range, Quality, & Complexity
•Staying on Topic Within a Grade & Across Grades

Part of the problem is that most people see social
studies as learning stories and memorizing names,
dates, and places. However, it should be taught as
inquiry and argumentation, which fits in well with
the major themes found in Common Core.
Christopher C. Martell, Boston University
http://christophermartell.blogspot.com/2014_01_01_archive.html

If you need to tie more social studies into Common
Core, the best argument is that social studies serves
many needs in the ELA/literacy portion of Common
Core, particularly a focus on informational texts,
text-based answers, and increased writing from
sources.
More importantly, beyond Common Core, social
studies is a vital school subject in helping students
understand their histories, develop as citizens in a
democratic society, and understand the world and
cultures around them, not to mention learn to reason
and make arguments based on evidence.

With the exception of Standard #5 (Text Structure) and #10
(Text Complexity) most of you are probably already asking
this of your students:
•Looking for evidence
•Central Ideas
•Causation
•Vocabulary
•Point of View and Bias
•Multiple types of Media
•Fact or Opinion
•Primary and Secondary Sources
Don Gifford, Kansas State Department of Education
http://community.ksde.org/LinkClick.aspx?fileticket=X22uYDR6I0Q%3D&tabid=5576&mid=13672

New Illinois Learning Standards
Compared to Illinois’ former learning
standards, the new standards in ELA
encourage three major instructional
shifts:
•Balance the amount of literature and
informational texts
•Use textual evidence to support reading
and writing
•Expand academic vocabulary

Instructional Shifts in ELA Instruction under the Illinois
Learning Standards, incorporating the Common Core
Instructional Shift Examples
Reading nonfiction and
informational texts
• In K-5, students spend equal time reading
informational texts and literature (50/50)
• By grade 12, the ratio of informational text
to literature during the course of an entire
school day is (70/30)
Using textual evidence to
support reading and writing
• Use of well-defended claims in writing
• Students must read texts in order to answer
questions (rather than using prior
knowledge or experience)
Expanding academic
vocabulary
• Texts increase in complexity across grade
level
• Focus on academic vocabulary and words
that appear across disciplines
http://www.isbe.net/common_core/pdf/ccs-fact-sheet-

Instructional Shift with PARCC
Alignment
• Engage with Complex Text: Text Complexity,
Close Reading, Academic Language
• Extract and Employ Evidence: Text-
Dependent Questions, Writing from Sources,
Narrative Writing
• Build Knowledge: Informational Text,
Content-Area Literacy, ELA
http://education.illinoisstate.edu/downloads/casei/CCSS%20Implementation%20Guide%20copy%20Fall%202014.pdf

Turn & Talk
Turn to your elbow partner on your right. Each
person should spend 45 seconds to discuss the
challenges of:
•In K-5, students spend equal time reading
informational texts and literature (50/50).
•By grade 12, the ratio of informational text to
literature during the course of an entire school
day is (70/30).

Game Time!
Directions: Take a spoonful of m & m’s and
place it in a cupcake cup. In your group, share
something about the topic that coordinates
with the color of m & m’s. After you share,
you may eat that color (if you would like).
If you do not have a
particular color, you
will take a “pass” for
that “round.”

Game Time!
• Red: Are your political leanings the same as
when you were in your teens?
• Green: What was the craziest thing you ever
purchased and why?
• Yellow: If you could live at another time, what
time period would it be?
• Orange: Where is your preferred vacation spot?
• Brown: Describe your favorite holiday tradition.
• Blue: Wild Card! Share anything!!!

Illinois State Learning Standards
Social Science
• Goal 14 – Political Systems
• Goal 15 – Economics
• Goal 16 – History
• Goal 17 – Geography
• Goal 18 – Social Systems

Illinois State Learning Standards
Social Science Mandates
• African American
History
• Civics and Patriotism
• Consumer Education
• History Requirement
• Holocaust and
Genocide Study
• Irish Famine Study
• Study of the History of
Women
• Arbor and Bird Day
• Leif Erickson Day
• American Indian Day
• Illinois Law Week

RPS 205 Social Studies Vertical Articulation
• Kindergarten – Me
• Grade 1 – My Neighborhood
• Grade 2 – Cultural Awareness
• Grade 3 – My Community
• Grade 4 – US Regions/Illinois
• Grade 5 – Building a Nation
• Grade 6 – Building Civilizations/Government
Foundations
• Grade 7 – US/New Nation to Industrialization
• Grade 8 – US/Urbanization to Present
• Grade 9 – World History or World Geography

College, Career, and Civic Life (C3) Framework
for Social Studies State Standards

The C3 Framework for
Social Studies State Standards
The result of a three year state-led collaborative effort,
the C3 Framework for Social Studies State Standards was
developed to serve two audiences:
•For states to upgrade their state social studies standards
•For local school districts, schools, teachers and
curriculum writers to strengthen their social studies
programs.
•The C3 Framework was purposefully designed to offer
guidance for state social studies standards, not to outline
specific content to be delivered.
http://www.socialstudies.org/c3

Why do we need the C3
Framework?
• Marginalization of the Social Studies
• Motivation of Students
• The Future of Our Democracy
http://www.socialstudies.org/c3/c3framework

The C3 Framework for
Social Studies State Standards
Its objectives are to:
a)enhance the rigor of the social studies
disciplines;
b)build critical thinking, problem solving, and
participatory skills to become engaged citizens;
and
c)align academic programs to the Common Core
State Standards for ELA and Literacy in
History/Social Studies.
http://www.socialstudies.org/c3

To help with ways to connect all the social studies
disciplines to Common Core, I would recommend looking
at the recently released C3 Framework. Supported by
national history and social science organizations
(including the NCSS), an outstanding writing team
created this framework to help guide states revise their
social studies frameworks (much like science groups
created the Next Generation Science Standards). It is
aligned with Common Core and it breaks it down by
social studies disciplines (history, government/civics,
geography, economics) and includes student goals for
grade levels (2nd
, 5th
, 8th
, and 12th
).

C3 Framework Organization
Dimension 1: Developing Questions and
Planning Inquiries
Dimension 2: Applying Disciplinary Tools and
Concepts (Civics, Economics, Geography,
History)
Dimension 3: Evaluating Sources and Using
Evidence
Dimension 4: Communicating Conclusions and
Taking Informed Action
http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

The C3 Framework
The C3 Framework changes the conversation
about literacy instruction in social studies by
creating a context that is meaningful and
purposeful. Reading, writing, speaking and
listening and language skills are critically
important for building disciplinary literacy and
the skills needed for college, career, and civic life.
Each of the Four Dimensions are strategically
aligned to the Common Core State Standards for
ELA and Literacy in History/Social Studies.
http://www.socialstudies.org/c3/c3framework

The C3 Framework and the
Common Core
This video looks at the connections between
the C3 Framework and the Common Core.
https://www.youtube.com/watch?v=sjjcmV0ujpI
(video 5:02)
After the video, turn to your elbow partner on
your left and share the main points of this
video.

Why Vote? 5th Graders Take
Informed Action
This video demonstrates the transformation of
a traditional lesson about the fundamental
principles of representative democracy into an
opportunity for students to understand the
importance of voting and participating in civic
life.
http://www.socialstudies.org/c3/5thGradersTakeInformedAction
(video 5:16)

ELA/S.S. Integrated Lessons
The integrated lesson must be a useful means
of accomplishing a worthwhile social studies
goal. The lesson must represent social
education content appropriately and not
distort the integrity of the subject matter. The
lesson must be geared to the appropriate level
of difficulty and be feasible for implementation
within the constraints under which the teacher
and students must work.
http://ims.ode.state.oh.us/ode/ims/rrt/research/Content/elementary_education_what_we_know.asp

• Does this lesson have a significant social
education goal or is it forcing integration for
integration sake?
• Will this lesson guide students to understand
the subject better?
• Would this be a desirable lesson for a social
studies unit if it did not feature cross-subjects
integration?
• Will the lesson provide quality sequencing in
teaching social studies?

• Does the lesson allow students to apply
authentically important social studies
content?
• Does the lesson involve authentic application
of skills from the other disciplines?
• Is the lesson structured properly; will
students understand and be able to explain
the lesson’s social education purpose?

Turn & Talk
person should spend 45 seconds mentioning
one or two ways you could integrate Social
Studies and ELA into what you already do.

ELA / S.S. Examples: K
Most Kindergarten classes have a Morning Meeting
during which the teacher reviews the calendar,
weather, what students did yesterday or over the
weekend/vacation, and reads a letter to the class
outlining the coming events of the day. It is a perfect
time to infuse Social Studies Practices.
•How does geography affect me?
•How does the past, present and future describe
points in time?
http://www.pnwboces.org/ssela/sample_lessons/Kindergarten/Unit1/Lesson8.htm

ELA / S.S. Examples – K-2
Grades K-2: American Symbols: The Flag, the Statue of
Liberty, and the Great Seal
In this lesson the students will be closely examining the
national flag of the United States. After this close
examination, the students will employ critical thinking
skills to demonstrate their understanding of the
symbolism of the flag. The students will demonstrate
their understanding during class discussions and
through drawing or written assessment activities.
https://www.gilderlehrman.org/programs-exhibitions/improve-your-teaching-with-primary-documents-and-historical-texts

ELA / S.S. Examples – 1st
First Grade: All Families Are Different, Yet the Same
Through Read-alouds, a “Celebrations Chart,” and the
construction of a “Class Celebrations Book,” children
will be exposed to a variety of cultural traditions.
Students will recognize the similarities and differences
between their own family and those of others around
them or those portrayed in the books being read. They
will reflect on the traditions of others as they respond
to a writing prompt.
•How are families both different and the same?
http://www.pnwboces.org/ssela/sample_lessons/FirstGrade/Unit2/Unit2_Lesson4.htm

ELA / S.S. Examples – 2nd
Grade 2: It’s Your Right to Vote
This lesson would be appropriate to implement
around Election Day. Students will understand
why citizens vote and will learn about the
voting process. Students will participate in an
authentic voting situation.
•How do good citizens participate in their
government and community?
http://www.pnwboces.org/ssela/sample_lessons/SecondGrade/Unit1/Unit1-Lesson3.htm

RI.3.3 – Grade 3 Reading
Informational Text
Describe the relationship between a series of
historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using
language that pertains to time, sequence and cause
and effect.
Strategy/Lesson Suggestion Formative Assessment Suggestions
Cause and Effect. This strategy
allows students to use critical
thinking about a topic or event.
Definitions below simplify the
terms for students. Cause: An
event that makes something
else happen. Effect: The result of
the cause. The effect happens
after the cause.
http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-k-5.pdf
After reading a historical selection have students
list three to five key events on separate note cards,
referring to the text. A student can then rearrange
the cards, exchange with a classmate who will
organize the cards in sequential order, and then
write a narrative summary using transition
vocabulary such as first, next, then and finally. This
could also be done with a science experiment.
Students can record the steps from a procedure or
other sequential event on separate cards. They
then exchange with a different group who then
decides the proper order. When called on, the
group will stand and show their cards in sequential
order. They will defend their reasoning for the
order.

RI.4.1 – Grade 4 Reading Informational
Text
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
Strategy/Lesson Suggestions Formative Assessment Suggestions
Informational Text T-Chart. Create a T-
chart and on the left record text
information that helps a student learn
about a topic or concept. On the right
record the student’s answers to the
following critical thinking questions.
Refer to text to support reasoning.
•What is the most important
information and why?
•What are the most important facts?
•Why did the author want the reader to
learn these?
After reading about a region or a state,
students write a Top Ten list of the most
important attributes about the
region/state. Students should defend
their judgments with information from
the text.
http://www.isbe.net/common_core/pdf/ela-tea

ELA / S.S. Examples – 5th
Fifth Grade: Sugar and the African Slave Trade
The multiple connections between sugar and the need
for labor will be explored in this lesson. Maps will be
analyzed. The resulting slave trade will be looked at as
an economic system, ad the question raised is slavery
still present in the world today? Students will read
and analyze a newspaper article, and create original
posters on the topic.
•Was European exploration and colonization positive
or negative for human beings?
http://www.pnwboces.org/ssela/sample_lessons/FifthGrade/Grade5/Unit2/Unit2_Lesson4.html

Grade 5: What was the purpose of the Preamble?
This 5th grade lesson is designed as an introduction to
the study of the Constitution. The lesson’s focus on
the language of the Preamble provides teachers with
an opportunity to increase student reading
comprehension and disciplinary understanding.
http://www.calhum.org/files/uploads/program_related/TD-Purpose-of-the-Preamble-Lesson.pdf

Sixth Grade: Turning Points – Making a Claim
about the Neolithic Revolution
In this lesson, students will discuss the concept
of a turning point, organize an argument to a
prompt and complete an argumentative essay.
•Does society change as a consequence of
human development or environmental change
or both?
http://www.pnwboces.org/ssela/sample_lessons/Grade6/Unit1/Unit1_Lesson5.html

Reading Standards for
Literacy in History/Social
Studies (RH)
Key Ideas and Details
Standards
Students are expected to:
Explanations and Examples
6-8.RH.1. Cite specific textual
evidence to support analysis of
primary and secondary sources
http://www.azed.gov/standards
-practices/files/2011/06/2010-
ela-literacy-in-history-social-
studies-standards-common-core-
explanations-and-examples-
grades-6-8.pdf
The standard asks students to use textual evidence from a
primary or secondary source document to support their analysis
of that document.
Textual evidence includes facts, figures, details, quotations, or
other sources of data and information that provide support for an
analysis. It can also include the author’s main point, purpose and
perspective, fact versus opinion, differing points of view, bias,
credibility and validity of the text. Some common types of
primary (first-hand) and secondary (second-hand) sources for
analysis include: journals, maps, illustrations, photographs,
documentaries, logs, records, etc.
Example:
During an election year, students read campaign literature of a
candidate (pamphlets or on-line), analyze the candidate’s stance
on an issue and cite information from the campaign literature to
substantiate the candidate’s viewpoint. Presentation of the
analysis could be in written or oral form.

Reading Standards for Literacy in
History/Social Studies (RH)
Key Ideas and Details
Standards
Students are expected to:
Explanations and Examples
6-8.RH.2. Determine the central ideas
or information of a primary or
secondary source; provide an accurate
summary of the source distinct from
prior knowledge or opinions.
http://www.azed.gov/standards-
practices/files/2011/06/2010-ela-
literacy-in-history-social-studies-
standards-common-core-explanations-
and-examples-grades-6-8.pdf
The standard asks students to identify the important
information from a primary (first hand) or secondary
(second hand) source and to create a summary of the
information based solely on the document.
Some common types of primary and secondary sources
for analysis include: journals, maps, illustrations,
photographs, documentaries, logs, records, etc.
Examples:
•Students read the Mayflower Compact of 1620, identify
the critical information and then create a written or oral
summary of the content of the document based only on
the information in the document.
•Students read a translation of the Laws of Hammurabi,
identify the critical information and then create a written
or oral summary of the content of the document based
only on the information in the document.

ISBE Resources
http://www.isbe.net/common_core/htmls/reso
urces.htm

Turn & Talk:
Turn to your elbow partner on your left
and share some new ideas that you now
have.

Design with ELA
Part II – Academic
Vocabulary

Academic Vocabulary
How do you teach vocabulary
in any subject?

Vocabulary Factoids
• Vocabulary assessed in 1st
grade predicted
over 30% of reading comprehension in the
11th
grade.
• While four encounters with a word did not
reliably improve reading comprehension, 12
encounters did.
• The same student placing in the 50th
percentile in reading comprehension with no
direct vocabulary instruction

Need to Build Academic
Vocabulary
• Teaching specific terms in a specific way is
the strongest action a teacher can take to
ensure that students have the academic
background knowledge they need to
understand content.
• The more terms a person knows about a
given subject, the easier it is to understand –
and learn – new information related to that
subject.

Vocabulary
• Many students acquire background knowledge
outside of school – they come to school with
the knowledge to succeed in school.
• Students from families with fewer resources
may have lacked the experiences necessary to
acquire academic language background outside
of school.
• As time progresses the gap in academic
background knowledge becomes larger.

Vocabulary
• Given the importance of academic
background knowledge and the fact that
vocabulary is such an essential aspect of it,
one of the most crucial services that teachers
can provide, particularly for students who do
not come from academically advantaged
backgrounds, is systematic instruction in
important academic terms.

Creating a List of Academic
Vocabulary Terms
Vocabulary terms should be divided into 3
categories:
•Critically important
•Useful but not critical
•Interesting but not very useful
Each school discipline should develop its list of
“Critically Important Terms”

Building Academic Vocabulary
Resource
http://www.docstoc.com/docs/16297365/Buil
ding-Academic-Vocabulary-Based-on-research-
by-Robert-Marzano-Debra-Pickering-
Vocabulary-Factoids-Vocabulary-assessed-in-
1st-grade-predicted-over-30-of-reading-
comprehension-in-the-11th-gra#

Turn & Talk
person should spend 45 seconds to share what
vocabulary method works well for you or
something that you would like to try!

Academic Vocabulary
A great reference for teaching vocabulary in all
content areas!

Design with ELA
Part III – Using Literature
in Social Studies

Using Literature in Social Studies
Please review one of the books at your table
Take 3 minutes to discuss:
•Social Studies context or themes
•Relevance to the New Illinois Learning
Standards for ELA and/or state standards for
Social Studies
•Student interest level

What Are the Benefits of Using
Literature in Social Studies?
• Goes beyond the textbook
• Connects the experiences of the past to the
present
• Assists students in understanding figurative
language, style, irony, point of view, and
theme
• Helps children understand their cultural,
ethnic and religious heritage in both fiction
and nonfiction

• New knowledge and information in a variety
of formats
• Makes connections to the students and
builds a common background
• Expands child’s knowledge of human events
• Provides balance between the facts and
human characteristics
• Stimulates creative thinking and problem-
solving

… the use of children’s literature serves as a
vehicle for weaving social studies across the
curriculum, helping students make linkages
between disciplines; it provides a context for
learning, enriching the curriculum, and
alleviating the time crunch that teachers are
under for larger blocks of time for the social
studies.
Bonnie Meszaros, University of Delaware
http://www.udel.edu/dssep/articles/meszaros.htm

• Can be used in Guided Reading groups
• Directed Reading Thinking Activity (DRTA)
works well with expository texts, such as
nonfiction information literature
• Vocabulary in action!

• Reading increases vocabulary, including
content-specific terms
• Often more up-to-date than textbooks
• Allows readers to experience other times,
other places, other people, and other
cultures with empathy
• Leads to thinking critically

Let’s Talk Dr. Seuss! (Themes)
• Horton Hears A Who: Democratization in post-war Japan,
treating Japanese people with respect and really listening to
them Explain that the United States occupied Japan after World
War II, and this is the period Horton is dealing with.
• Yertle the Turtle: Hitler, thirst for power
• The Sneetches: Anti-Semitism, racism, tolerance; explain to
students that the Nazis often required Jews to wear yellow stars
on their clothing to identify themselves as Jewish
• The Cat in the Hat: General subversion and rebellion against
authority, new optimism and energy of the 1960s
• The Lorax: Conservation, corporate greed, against the consumer
culture
• The Butter Battle Book: Cold War, against silly conflict that
escalates into a dangerous situation
http://www.pbs.org/independentlens/politicaldrseuss/edu_1.html

Some Helpful Resources…
Connecting Social Studies and Children’s Literature:
•http://blog.richmond.edu/openwidelookinside/archives/22
Children’s Books and Websites For Teaching Social
Studies
•http://people.wku.edu/kay.gandy/Books%20and
%20Websites.pdf
Literature with Social Studies Themes
•http://www.udel.edu/dssep/literature.html
Notable Social Studies Trade Books For Young People
•http://www.socialstudies.org/notable
Carol Hurst’s Children Literature Site
•http://www.carolhurst.com/subjects/curriculum.html

Design with ELA
Part IV – Questioning

Questioning
How can we augment our question-asking
strategies?

Questioning
• How can we as teachers get our students
to think?
• How does “wait time” make a
difference?
• How are questions created to
increase student thinking?

Questioning
How does “wait time” make
a difference???

“Wait Time”
• Teachers use strategic questioning to direct
the learning. Did you know that the average
teacher asks 400 questions
per day?
• Most teachers ask questions
at the knowledge and
comprehension level with
a short wait time of 1 to 3 3
seconds and require a
right or wrong response.

“Wait Time”
• Classroom observations also reveal that if a
student manages to get a response in, most
teachers tend to ask another question within an
average time span of 9
⁄10 of a second!
• With so many questions coming at them,
students have little time to think.
• Is this a problem? Yes! But here's an interesting
solution: Increase the time between asking a
question and having students respond to that
question from the typical 1 second to 5 seconds.

“Wait Time”
• Believe it or not, this simple act produces significant
and profound changes in the classroom, including:
• The length of student responses increases 400 to 800
percent.
• The number of unsolicited but appropriate responses
increases.
• Failure to respond decreases.
• Student confidence increases.
• Students ask more questions.
• Student achievement increases significantly.
http://www.awakenteenleadership.net/writing/wait-time-a-teachers-secret-weapon

“Wait Time”
• Wait time provides students time to percolate a
question down through their brain cells and
create an appropriate response. After you ask a
question, let it percolate in students' heads for
a while. And after a student responds, let the
response percolate as well.
• Adding wait time to your teaching repertoire
will, perhaps more than any other teaching
strategy, have the greatest impact on student
performance.

Questioning
How are questions created to
increase student thinking?

A Question Creation Chart
(Q-Chart)
A helpful instructional tool that can be used by
the students as well as the teacher.

Question Creation Chart (Q-Chart)
A Q-chart is a tool that teachers use to help
their students develop many skills such as:
•Deepening comprehension skills
•Strengthening their ability to predict
•Developing questioning skills
•Modeling what good readers do
•Developing attentive listening skills
•Providing a forum for sharing and discussing
texts

Here’s Another Q-Chart
Similar but the order on the left side has been changed…

Where do you think this question
fits into a Q-Chart?
Why would a teacher want to be familiar with
the fire drill procedures?

When asking questions, why might pausing
before calling on a student be of benefit?

Why, in asking open-ended questions, can this
lead to higher-level thinking?

Q-Chart in a Lesson
1. Please read silently the first page of the handout on
The Constitutional Convention.
2. As you read, think of questions that could be asked
from the reading.
3. With a partner, create questions using the Q-Chart.
4. Exchange your chart with another pair and answer
their questions.)
5. Exchange charts at least 2-3 times.
6. Review and discuss the questions.
http://betterlesson.com/community/lesson/2238/the-constitutional-convention?from=search

Q-Chart in a Lesson, continued
• Give each student a passage and instruct them to read it.
• Also instruct them to think of questions that could be asked
from the reading.
• Discuss the passage.
• Place the students into pairs and give each pair a Q-Chart.
• Instruct them to create questions using the Q-Chart.
• Once a pair finishes their Chart, have them exchange their Chart
with another pair.
• Direct them to record, then answer the questions from the
exchanged Chart.
• Encourage the students to exchange charts at least 2 -3 times.
• Review and discuss the questions.

Q-Chart in a Lesson, continued
Differentiation:
• Ask the students to write the questions and
answers on an index card. Make a poster-size
Q-Chart. Instruct the students to exchange
cards, then place them on the poster or chart
paper.

A “Try-to” List for Questioning
• Pause after asking a
question (wait time).
• Avoid frequent
questions which require
only a yes or no answer.
• Follow up student
responses with the
question “why?”
• Limit the use of
questions which rely
completely on memory.
• Avoid repeating a
student’s answer.
Every Minute Counts: Making Your Math Class Work
by David R. Johnson

• Avoid directing a question
to a student for
disciplinary reasons.
• Avoid calling on a
particular student before
or immediately after
asking a question.
• Ask questions that are
open-ended.
• Use the Q-Chart to assist
in this process.

1. Write out some questions when planning the
lesson.
2. Establish your expectations for behavior
before beginning the questioning period.
3. Call on a variety of students.
4. Ask questions that are the appropriate level
for each student.
5. Provide students with sufficient wait time
after asking a question and before responding
to their comments.

How a Q-Chart Can Be Used
in Lesson Planning:
• Use the grid to create questions that range
from lower level to higher level.
• Can be used as an assessment tool.

A Q-Chart Suggestion
• Project your planned questions on a screen
using overheads or PowerPoint slides so that
students can see them on the screen and
hear the teacher asking them.
(Both visual and auditory input.)

Examples of Compelling Questions
(EQ’s) in Social Studies
• Whose “story” is this?
• How can we know what really happened in the
past?
• Should media expression be restricted or
regulated? When? Who decides?
• Was the Civil Rights movement successful?
• Is violence ever justified?
• What is worth fighting for?

• Why do people move?
• How did we get to here?
• What can artifacts tell us about a civilization
or culture?
• Why is that there? (geography)
• How should governments balance the rights
of individuals with the common good?
• Is there ever a “just” war?

• What does liberty look like?
• What is the line between liberty and
responsibility?
• How does liberty change from place to place?
• Does more liberty mean more prosperity?
• When did Americans gain their liberty?

Design with ELA
Part V – Strategies That
Can Be Used in Social
Studies to Support ELA

Anticipation Guides
An Anticipation Guide is a before reading strategy used to start
students thinking about what they know (or think they know)
about a topic. The teacher develops the Anticipation Guide by
creating 5-10 statements about the content students will be
exploring. Students read each statement and Agree or
Disagree with it. They do not have to share their answers, but
they have to put an answer for each statement. After they
have agreed or disagreed with each statement, students are to
read the related text, and they can change or revise their
answers if they learn something new. The Anticipation Guide
may be used as an assessment for learning, but should not be
used for a grade.

Anticipation Guides
• Assess prior knowledge
• Provide explicit links between background
experience, past learning and new concepts
• Guide students to make their own links
between background experience, past learning,
and new concepts
• Focus attention
• Encourage critical thinking
• Promote discussion/interaction

K. I. M.
(Key Idea, Information, Memory Clue)
Write the term or key idea (K) in the left
column, the information (I) that goes along
with it in the center column, and draw a
picture of the idea, a memory clue, (M) in the
right column.

K.I.M.
Key Idea Information Memory Clue
Popular
sovereignty
Political power rests
with the people who
can create, alter, or
abolish government.
Unrestricted
submarine
warfare
A German policy during
World War I designed
to challenge the
supremacy of the
British fleet in the
Atlantic Ocean.
Unrestricted submarine
warfare was one of the
main reasons for the
entry of the United
States into World War I.

K. I. M.
The key idea may be a new vocabulary word,
or a new concept. The information may be a
definition or it may be a more technical
explanation of the concept. The memory clue
is a way for students to fully integrate the
meaning of the key idea into their memories.
By making a simple sketch that explains the
key idea, students synthesize and interpret the
new information, making it their own. Then,
students can reference their drawings to easily
remember new key ideas.

List – Group - Label
• Select a main concept in a reading selection.
• List: Have students brainstorm all the words they think relate to the
topic.
– Visually display student responses.
– At this point do not critique student responses. Some words may not
reflect the main concept, but hopefully students will realize this as
they begin grouping the words in the next step.
• Group: Divide your class into small groups. Each group will work to
cluster the class list of words into subcategories. As groups of words
emerge, challenge your students to explain their reasoning for placing
words together or discarding them.
• Label: Invite students to suggest a title or label for the groups of words
they have formed. These labels should relate to their reasoning for the
grouping.

Word Sort
• There are two types of word sorts: closed
and open. In closed word sorts the teacher
defines the process for categorizing the
words. This requires students to engage in
critical thinking as they examine sight
vocabulary, corresponding concepts, or word
structure. In open word sorts the students
determine how to categorize the words,
thereby becoming involved in an active
manipulation of words.

““History is the witness that testifies to theHistory is the witness that testifies to the
passing of time; it illuminates reality, vitalizespassing of time; it illuminates reality, vitalizes
memory, provides guidance in daily life, andmemory, provides guidance in daily life, and
brings us tidings of antiquity.”brings us tidings of antiquity.”
Cicero, Roman politician and philosopherCicero, Roman politician and philosopher
"Children are the living messages"Children are the living messages
we send to a time we will not see."we send to a time we will not see."
John W. Whitehead, founder,John W. Whitehead, founder,
Rutherford InstituteRutherford Institute

Reading and writing, like everything else,Reading and writing, like everything else,
improve with practice. And, of course, ifimprove with practice. And, of course, if
there are no young readers and writers,there are no young readers and writers,
there will shortly be no older ones.there will shortly be no older ones. LiteracyLiteracy
will be dead, and democracy - which manywill be dead, and democracy - which many
believe goes hand in hand with it - will bebelieve goes hand in hand with it - will be
dead as well.dead as well.
Margaret Atwood, author
of “The Handmaid’s Tale

Exit Ticket
On your Exit Card, write:
• The most important thing I learned today…
• One topic you would like to know more
about…
• What questions, ideas, and feelings have
been raised by this workshop?
http://service.columbia.k12.mo.us/lhagen/files/2013/07/Exit-Entrance-Slip-explanation-examples.pdf

Thank You!
Katherine R. Cassioppi,
Independent Consultant
Social Studies Curriculum and Instruction K-12
PKoppi@aol.net
Cell: 815.540.5468
The vision for Social Studies:
Educate, Engage, Excite!

A Game…
•Groups of 3 or 4.
•One envelope per group. Wait for the signal
to open the envelopes.
•Follow the instructions found in the envelope.
•At the six-minute signal, stop.
•Each group will describe the game and how
the group felt.
http://www.archives.gov/education/lessons/constitution-day/game.html

The Constitutional Convention
In May of 1787, outstanding citizens from 12 states
gathered in Philadelphia. They planned to be there
only a little while. They had come to improve the
Articles of Confederation and try to create more unity
and cooperation among the states. Rhode Island sent
no representatives. How did those men feel that
May?

The Constitutional Convention
Today, you used 12 paper clips. They represent
the patriots who came from the 12 states. The
die represents luck and each day that rolled
around from May 25 to September 17. You
figured out how to play the game. They figured
out how to write our Constitution. And while
they went about the great task of writing the
United States Constitution, they probably felt
much the same as you did today.

Rockford Stories
Created by Amanda Becker, Auburn High
School Social Studies Teacher, in 2009, to share
with third grade teachers in RPS 205.
•How might this activity be used in a
classroom?
•Is it grade level specific?
•How could it be modified for what/how you
teach?

February 24 PPT for LinkedIn

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