socialstudies632 - Lee Textbook

Visualizing Elementary Social Studies Methods John Lee
Here we will break down the chapters into useable content. Please add to the chart below.

Chapter	Teaching Methods	Topics covered	Resources
Chapter 1 Rebecca & Summer	Social Studies includes content from 5 major areas: History, Geography, Civics, Economics, and Behavioral Sciences. Storytelling Direct Instruction Storytelling lecture reflecting multiple interpretations Investigating Student-centered approach Enables learners to consider problems, topics, people, places, events, and other social phenomena using primary sources (maps or pictures) Deliberating focuses on the development of students’ dispositions about social problems students clarify what they think is most important in situations and places where conflict or limited resources are present Inside/outside Interdisciplinary making deep meaningful connections between subject areas diagram pg. 19	-What is Social Studies? -Xhosa tribes people -Land use -Social Studies for Civic Competence -Multiple Disciplinary Social Studies -Social Studies for Common Good -Working conditions in textile mill -Protest outside of 1968 Democratic National Convention -Change in China culture and economy -Immigrants at Ellis Island -Christopher Columbus -Famous women in 20th Century- Mary McLeod Bethune and Eleanor Roosevelt -Mining and Drilling in Amazon River Basin -Sioux Medicine Men rituals -Maps- comparing past and current -The History of Social Studies -Three Approaches to Social Studies-storytelling, investigating and deliberating -Interdisciplinary Social Studies-History, Geography, Civics, Economics, and Behavioral Sciences -Standards-Based Social Studies -Historic Jamestown settlement in Virginia -Ancient maps and navigation tools -Iraq War -Slaves working in cotton fields -History behind Pledge of Allegiance -Social Reform Movement of Britain in the late 19th Century	Standards Websites: -National History Standards from the National Center for History in the Schools (__http://nchs.ucla.edu/standards/__) -Geography For Life: National Geography Standards from the National Council for Geographic Education (__www.nationalgeographic.com/xpeditions/standards__) -National Standards for Civics and Government from the Center for Civic Education (__www.civiced.org/stds.html__) -Voluntary National Standards in Economics from the National Council on Economic Education (__www.ncee.net/ea/standards__) -Curriculum Standards for Social Studies from the National Council for the Social Studies (__www.ncss.org/standards__) Amazon River Basin Resources: -The Pachamama Alliance (__www.pachamama.org__) -Earth Day Network Ecological Footprint (__www.earthday.net/Footprint__) -United States Geological Survey (__energy.cr.usgs.gov)__ -Rainforest Action Network (__www.ran.org__) -Earth Trends from the World Resources Network __(earthtrends.wri.org)__ -Chevron Corporation info on social responsibility (__www.chevron.com/social_responsibility/)__ Ellis Island: __http://www.ellisisland.org/__ Christopher Columbus __http://www.history.com/topics/christopher-columbus__ Jamestown Settlement American Historical Association __www.historians.org/__ World History Association __www.thewha.org/__ The Organization of American Historians __www.oah.org__
Chapter 2 Summer will do	The Reflective Teaching Cycle (Page 34): -Developing Subject Matter Knowledge -Instructional Planning -Instructional Practice -Rethinking the Lesson-systematic reflection on action Reflection Prior to Instruction-subject matter, personal interests, curricular subject matter and misunderstandings. Identifying prior knowledge. Pedagogical Content Knowledge-how to teach certain subject matter Reflection During Teaching-reflect as you teach and modify and try different strategies as needed Reflecting After a Lesson- review lesson for positive and negatives. Modify and seek out additional knowledge for future teaching. Reflection to Increase a Teacher’s Professional Knowledge: -Reflection on Learner-prior knowledge, skills, dispositions and socioculture contexts -Reflection on Community Needs-insight into needs and wants of community -Reflection on Curriculum-how to implement curriculum in teaching -Reflection on Purpose of Education-expand and reflect on beliefs on education -Reflection as Inquiry- developing new knowledge and believing knowledge is always changing and developing	-1950s culture -Climate in the United States -Lesson on The Abrahamic Religions:Judaism, Christianity and Islam. pg. 38-39 -Misunderstandings and Stereotypes about places in the United States -Ndebele men in South Africa -India-modern, historical and traditional -Community Services -The Silver Dart- first airplane to fly in Canada -Eskimos -Farming over the last 100 years -Iraqi women earning right to vote -United States Constitution -Children in Afganistan	National Geographic Climate Change: http://education.nationalgeographic.com/education/topics/climate-change/?ar_a=1&audiences=1 The Great Mosque of Córdobahttp: //www.spainthenandnow.com/spanish-architecture/the-great-mosque-of-cordoba-la-mezquita/default_42.aspx: La Mezquita Silver Dart: http://aviation.technomuses.ca/collections/artifacts/aircraft/AEA_Silver_Dart/ United States Dept of Agriculture: http://www.nass.usda.gov/Publications/Trends_in_U.S._Agriculture/Conclusion/index.asp
Chapter 3 Sandy will do	Inquiry Inquiry Process Model 1 Concrete Experiences Observation of and reflection on that experiences Formation of abstract concepts based upon the reflection Testing the new concepts Model 2 Emergence Clarification Examination Suggestion Inquiry in Social Studies Experimentation as learning Students craft questions - nurture their interests while staying w/in curriculum Activate prior knowledge - schema: pattern that represents a complex set of ideas Use authentic materials that come from real world contexts Students develop and propose answers Designing Successful Inquiry Managing time Managing subject matter - how narrow or how broad Prior knowledge and inquiry Supporting and scaffolding students’ inquiries Forms of Inquiry Social Science Social Historical Inquiry and Curriculum Inquiry-driven curriculum and standards Inquiry, assessment and standardized testing assessment rubrics discrete knowledge	What pollution is flowing into this river? Indian traffic pollution Why is Abraham Lincoln considered a great president? Tribal family portrait - how is this family similar or different from how US children live? Why is Paul Revere so famous? What parts of the story of John Henry are real and which parts might not be real? Why is John Henry’s story so important? How do communities deal with historical preservation? example - the Alamo Traffic around the world - how is it different in different places? Tellico Dam project, inquiry about construction of dam - research includes Endangered Species Act, the New Deal, economics, and constitutional rights. Lesson- A Great Scientist in History p. 69 How did the belief in the afterlife affect Egypt? Ancient Amish culture: Has it changed through the years? Holidays?-How do you celebrate Snake handling-What’s all the hissing about? How did the 1970s fads and trends affect American culture? Plains and Pueblo Indians: How did the land determine their style of living. How does supply and demand affect the price of basketball shoes? What can be done to protect young people from secondhand smoke? Why was president Nixon impeached? Great Depression: What hardships must have faced the families of the men who were desperate enough to stand in lines this long just to get free bread? Who made the flat-top hill and how did they make it? Lesson- “That’s Not Fair”: An Inquiry Lesson into the Meaning of “Fair” p. 76-77	New Jersey Social Studies Core Curriculum Content Standards
Chapter 4 Amber	being guided by the standards and curriculum provided making use of their own knowledge about the story read a book for the purpose of reconstructing the contributing factors in an event cross curricular lessons/units using your passion and knowledge to help teach teaching to the test (not recommended) CREATING DETAILED LESSONS FROM BROADLY STATED CURRICULUM TRANSLATING CURRICULUM INTO CLASSROOM LESSONS: THE QUESTION OF DEPTH VS. BREADTH MAKING DECISIONS BASED ON INSTRUCTIONAL TIME, RESOURCES, AND MEANINGFUL STUDY Authentic Learning ADAPTING STANDARDS AND CURRICULUM TO TEACHER CIRCUMSTANCES	Flat Stanley Project Dolley Madison Animals original 13 colonies The Vietnam Veterans Memorial Washington Monument Brazil The Old North Church, Paul Revere Inside the classroom lesson pg 96 activity on the biographies of Abraham Lincoln, Harriet Tubman, and Frederick Douglass Japan Kachina dolls Chan Chan in Trujillo, Peru, students understand how people have lived in urban areas at different times in history: ancient Seljuk city of Nicaea in Turkey, Daly City, a suburban California city, Hong Kong U.S. Congress Go with the Flow resources lesson pg104-105	Dolley Madison: First Lady (Spirit of American Our People) by Cynthia Fitterer Klingel and Robert B. Noyed (2002). • National History Standards from the National Center for History in the Schools • Geography for Life: National Geography Standards from the National Council for Geographic Education • National Standards for Civics and Government from the Center for Civic Education • Voluntary National Standards in Economics from the National Council on Economic Education • Curriculum Standards for Social Studies from the National Council for the Social Studies (NCSS) Five Themes of Geography, as outlined in Guidelines for Geographic Education, Elementary and Secondary Schools from the Joint Committee on Geographic Education of the National Council for Geographic Education (NCGE) and the Association of American Geographers (AAG) The National Geographic Society’s Map Essentials,
Chapter 5	Lectures Videos Slideshows Historical Thinking Chronological Thinking Historical Comprehension Historical Analysis and Interpretation Historical Research Capabilities Historical Issues: Analysis and Decision Making Summarizing a document Direct instruction Explanation rather than exploration simplify and clarify symbols, metaphors, analogies descriptions, comparisons, restatements Building on prior knowledge Comprehension Awareness Investigation Judgement Chronology Timelines Storyboards (p. 123) Storytelling Drama Roll playing Simulations Interview family Historical fiction "Johnny Termain" by Esther Forbes "Whittington" by Alan Armstrong Measuring Significance Direct learning/trasmission Lecture Discussion Individual and small group guided work Multimedia Presentations Active Learning Historical Replica Create a timeline Write a short story Construct an illustrated portrayal Write a letter Authentic Learning Government records and documents Oral histories Photos Letters/diaries SCIM-C p. 131	Thucydides writing about the Peloponnesian War Discovery of Electricity to the iPod Settlements - British, Asian, Hispanic, African American Role models - Abraham Lincoln, Martin Luther King, Jr. Civil Rights Movement Stories of Joseph Cinque or Sitting Bull Westward Expansion - Oregon Trail The 4 topics covered on page 113 Dust bowl farm families History of Thanksgiving - Lesson p. 128-129 Major battles of the Civil War Ancient History p. 116-117 Life along the Cuyahoga River p. 119 Ethan Allen African Salt Trade p. 120 Structures and the context they were built Pocahontas p. 123 Emancipation Proclamation Ben Franklin - Electricity Duel - Burr v. Hamilton Watergate Hearings Immigration Lessons p. 134-137	My FETC Wiki Resource Presentation Software Google Drive Templates Google Presentation Prezi Pecha Kucha Multimedia Tools Nat Geo Kids- from games to videos etc Voice Thread - Videos, pictures, voice, and connect with the New York City Library Smithsonian Timeline Makers Preceden Timeline maker Dipity Primary Sources Smithsonian Library of Congress PrimarySource.org
Chapter 6 Sandy & Peter	Incidental geography Intentional geography Geography - Human Geography - Spatial Understanding - Cultural Systems - Physical Systems - Starting Point for social studies Relating to places - Regions - Expanding horizons curriculum Learning to use maps Develop geographic awareness - Human culture How children understand the world around them - Representing ideas - Literature Four elements of geographic understanding - Spatial Understanding - Places and regions - Human systems - Physical systems Using maps to teach geography awareness - Develop spatial reasoning skills - Use geography to understand the past - Constructing maps with children	influence of Iceland’s isolation from other areas and long periods of light describe the spatial and human geographic information that is portrayed on the map of Bosnia-Herzegovina Two images of cities 50 miles apart, how might life be different in the two places? How do images depict changes and patterns in region after colonialism Looking at a map, how many tribes were in the Northwest? How might geography have influenced the tribal regions? Geographic maps - how does this map help us understand the land 16th century Native America map represents conquests and achievements New Zealand physical geography and Maori culture Soccer around the world Jerusalem spirituals home to Muslims, Christians and Jews National holidays and regional celebrations - self awareness of place Population density maps over time human activity reshaping physical system - foresting From a photo of Singapore - describe physical systems construct maps with students use historical maps - map of first manned balloon flight Lesson p. 156-163	A Country Far Away by Nigel Grey - two boys, one in American and one in Africa National Geography Standards publication Geography for Life United States Census Google maps National Geographic - Maps International Cartographic Association The Psychology of Children by J. Piaget UNESCO (2002) Universal Declaration on Cultural Diversity
Chapter 7
Chapter 8
Chapter 9
Chapter 10 Rebecca	Read, Write, First-encourages teachers to place reading and writing to teach content in a specific subject. Literacy enables students:* to study the past. investigate places, learn about government, examine economics, understand concepts, provide evidence of student knowledge and achievement. What is literacy?More than just reading and writing.It is the ability to locate evaluate use communicate information using a wide range of resources such as test visual audio and video sources. Literacy-related skills essential for social studies:* Reading Studying Thinking Decision Making Metacognition Reference and information search skills Technical skills in using electronic devices The ability to organize and use information using real-life contexts focusing on the curriculum. Map Reading Visualizing Creative Writing Reading in Social Studies* beneficial for students conditions for the reading activity resources need to be adapted or contextualized Group-ReadingTeacher-directed reading Specific Approaches to Reading in Social Studies:(understanding text involves the activation of prior knowledge, active engagement in the content and metacognition) Teachers must energize their students by making them feel good about what they are reading, providing them with interesting material, actively engaging students and continuously adjusting instruction. 4 Reading Activities:* Popup Reading (Popcorn Reading) Reading Buddies Reading Festival Shadow Reading Determining Reading Levels:important when preparing reading activities to determine the reading level of the materials and the reading abilities of their students. Reading in Social Studies includes using text-based sources as maps which will rely on visual content instead of text. Using Textbooks in Social Studies:Background Reading* Guiding Questions Outline Main Idea Challenge Reading* textbook information can be out of date, misleading, or inaccurate. Reading for Skills Vocabulary and Pre-Reading* developing reading skills. like learning to decode. Using Authentic Texts in Socials Studies* teachers strive to make social studies as authentic as possible. Real-life activities that engages the student and connects them to the world outside their classroom. Students are actively inquiring and using higher-level skills. Learning is not tied to one discipline. Students share and reflect on what they learned. Authentic intellectual work consists of Construction of knowledge: learning through analysis, evaluation and other active high-level tasks. Disciplined inquiry: in-depth learning focused topics. Value beyond school: the production of usable knowledge that has “personal, aesthetic, or social” significance outside of school. Authentic Learning Materials: Sources that depict information from authentic contexts Trade books Historical Documents Artifacts-artifact reading may require support and scaffolds in the form of pre-reading, questions, or reading guides. Newspapers & Magazines Web Logs Writing in Social Studies Process Diagram: The Writing Process pg 275 Prewriting Drafting Revising Writing for Learning: Writing Aloud Concept Writing Writing It Out Literacy and the Social Studies Curriculum Reading about a Subject Writing about the Subject Visualizing the Subject (Skills-bases Writing in Social Studies pg. 281) Literacy, Social Studies, and Language Arts Social Studies plays a lesser role to ELA. By using ELA in Social Studies lessons it can become important. Connections between Social Studies & ELA: • Focusing on the comprehension of various forms of printed material • Using text, visual, and graphical media for expression of knowledge • Developing communicative skills Both subjects are sources of knowledge and human creativity.	Writing about what students know about the role of president. How might students use literacy skills when engaging this image of a Mayan pyramid at Chichen Itza? Various routes taken by escaping slaves in the 1840s and 1850s Underground Railroad Wickliffe Mounds in Kentucky where skeletal remains were found Tom Sawyer & Economics Modes of Transportations and Categorizing these modes based on characteristics Letters from a Slave Girl: The Story of Harriet Jacobs by Mary E. Lyons Butter Battle Book by Theodore Geisel (Dr. Seuss) (Cold War arms race) Eric A. Kimmel’s Don Quixote and the Windmills Late 14th century Castle of San Servando outside of Toledo in the Spanish Countryside Barbara Kerley’s Walt Whitman:Words for America Abraham Lincoln Lies My History Teacher Told Me by James Lowen Learning about Customs Kids Around the World Cook!: The Best Foods and Recipes from Many Lands. Jim Haskins’ book Black Stars of Civil War Times Geography in Action/Rivers “Lesson: Using Writing Skills to Argue Alternative Energy Power,” on pages 278–279, Writing about American Revolutionary War (Valley Forge) Picture Lloyd G. Douglas’s books include The Bald Eagle, The White House, The Statue of Liberty, The Liberty Bell, and The American Flag. Looking at the history of Walt Disney, and the global reach of Disney/cultural influence. Ellis Island, German immigrant family pg. 282	__The National Forum on Information Literacy__ __National Council for the Social Studies__ __http://www.nationalgeographic.com/railroad__ __The National Council for the Social Studies,__ __Notable Trade Books for Young People__ Doing History (2000) __National Council for Teachers of English__ (NCTE) __International Reading Association__ (IRA) __Read Write Think__
Chapter 11
Chapter 12 Dona will do	Background knowledge of forms of diversity Natural, socially constructed, learning, personality-related Diversity in learning styles and intelligences David Kolb’s four styles of learning (p. 320) Herrmann’s four-part model for brain-based learning (p. 320) Howard Gardner’s multiple intelligences (p. 320) Social studies curriculum addresses diversity at Global level National level State level Local level Classroom level Culturally responsive teaching reflects cultural knowledge Students’ prior experiences Performance styles of diverse students Teaching strategies get to know various cultures consider needs of students given their cultural tradition encourage sharing of their cultural experiences mixed student grouping review materials for cultural diversity avoid stereotypical expectations Individual learning personalities Prior knowledge Learning temperament- motivation Impediments to learning- IEP or ILP Outside support- home and community Homogeneous schools Highlight dominant culture Learn about other cultures	"Where Have I Been" activity to highlight diversity within class expectations can cause bias- image of children in a third world country, do we expect more or less of students based on their culture? gender diversity- women's contribution to history ethnic diversity, image of African Catholic celebrations or Chinese immigration stories schools addressing inequalities- image of forced integration of the Little Rock, Arkansas school district in 1956 Cultural diversity in other nations- image of Buddhist Vietnamese children in Sydney, Australia, How does this challenge the notion of what it means to be Austrailan? Visualizing: Multiple Intelligences, p. 321, and an ancient Egyptian mourning scene and an image of oil drilling in Lower Cook Inlet of The Gulf of Mexico, page 334 curriculum reflect local diversity- lesson about the legend of the Seven Cities of Cibola, and Spanish explorer, Alvar Nunez Cabeza de Vaca Teaching About Calendars- lesson on page 325 prior knowledge of traditions- compare to New Year holiday in Bali or institution of marriage in Saudi Arabia Process Diagram of individual learning personalities page 327 activity on physical geography of Florida, How might students read this map differently based on learning personalities Differentiating instruction lesson about pioneer life in America, page 329 teaching students from diverse background, urban versus rural, image of NYC Teaching about Timbuktu- lesson about the legend and reality of the place called Timbuktu, p. 332 Homogeneous school setting, such as a mostly Jewish neighborhood school and teaching about Islam using an image of the Grand Mosque in Mecca during the hajj	Google Maps
Chapter 13 Pete will do	Types of Assessment Formal Informal - Formal Assessment Techniques Written Assessments Quizzes Expressive Assessments - Informal Assessment Techniques Questioning Polling Seat Check - Formative vs. Summative Assessment - Assessment in the Teaching Cycle Process Diagram: Assessment in the reflective teaching cycle - P. 347 - Planning for Assessment: Assessment is effective when teachers can act on what they learn about students Assessment should be consistent and fair Some assessments should be planned for connecting lessons over a sequence of days - Reteaching Cost-benefit analysis to determine if reteaching is needed. - Remediation: In social studies Reading Recovery: Marie Clay in Australia: One-to-one work Activities - Pg. 355-356 - Assessment Case Studies - Pg. 357 - Rubrics Structure of assessment rubric - Pg. 359 Uses of assessment rubrics - pg. 360 - Student work not requiring a rubric	- Alaskan Yupik Eskimos meeting with Russian Eskimos in the early 1980s - Keys to Bastille prison and how can students express knowledge of the storming of the Bastille, sparking the French Revolution - Teaching and assessing about climate types - P. 345 - Assessing fifth grade students in a lesson on the First Thanksgiving and Puritans' and Pilgrims' migration to America - Implementing assessment example to determine what you'd expect students to know about the Washington Monument - Pg. 350 Teaching students about the state flags, with particular attention paid to Kentucky - assessment integral part of instruction - The Death of Tutankhamen - Pg. 352 - Explaining how and why the U.S. Government prints money, as an example of changing teaching methods - Pg. 354 - Learning about Asia and Japan and the 2,000-year-old paper-folding art of origami - An assessment case study involving a lesson about inventions related to writing - Teaching students about the Great Lakes and how they were carved from sheets of ice - Teaching students about the origins of Veterans' Day, using a photo from the first Armistice Day in 1918. - Importance of community helpers	National Geographichttp://kids.nationalgeographic.com/kids Assessment methods web sites in social studies: http://blog.4teachers.org/?page_id=118 http://www.michigan.gov/documents/MI_Auth_12350_7.AssmtMan.pdf http://www.ednebula.com/index.php/earticles/483-assessing-learning-in-social-studies.html Assessment web sites: http://www.brookes.ac.uk/services/ocsld/resources/methods.html http://www2.ed.gov/pubs/IASA/newsletters/assess/pt1.html http://learndat.tech.msu.edu/teach/student-assessment
Chapter 14 Amber & Dona	low tech reading/book blackboard & chalk high tech internet Multimedia Technological applications finding and using web- based resources and information 3 strategies on page 371 Process diagram; Identify, narrow,summarize p. 372 Technology, democracy, and the Human Experience civic dialog virtual explorations Using digital images, video, and audio Authentic learning timelines conduct issues-based inquiries. Games what games are good for teaching	Johannes Gutenberg invents the printing presswork & technologies cotton gin risks of the internet & how to stay safe while using it celebrations in Mayan civilization humans’ uses of horses Hagia Sophia in Istanbul, canals of Venice the Masjid-I-Shah Mosque in Isfahan, Iran technology timeline lesson p. 377 Nuclear technology VeriChip technology themes from ancient civilizations such as Rome U.S. National Anthem	__National Geographic__ __United Nations Cyberschoolbus__ the C-SPAN television network Effective Use of Instructional Technology p. 369 the internet Sim City http://www.commonsensemedia.org/