Putting the “Social” Back in Social Studies

PUTTING THE “SOCIAL” BACK IN SOCIAL STUDIESMaking Social Studies Stick: Active Learning Strategies for Social StudiesBy: Chasity Lewis

Agenda

Welcome Chasity Lewis

Overview of PD Chasity LewisMetaphorical Representation Participants

Making Social Studies Stick Chasity LewisAwareness Activity ParticipantsUnderstanding Awareness Chasity LewisAnticipation Guide Activity ParticipantsPoll Everywhere /Exit Ticket Participants

Why Teach Social Studies? Using a metaphorical representation

create a visual explaining why we teach social studies…be prepared to explain your correlation.

Metaphorical Representation

Social Studies: It’s all about people

Encompasses everything people do to: Survive Thrive Evolve

Keys to Making Social Studies Stick…

Restablish human-beings as the central subject of social studies

Create learning environments and using instructional practices that are compatible with the Natural learning process EVERYDAY!!

Incorporate challenging problems, authentic experiences, and real-life tasks.

All Humans learn in basically the same way:AwarenessExplorationInquiryAction

But I teach that….Teaching has not occurred until learning

takes place

So, what do I do?

Focus on the 3 Areas of Instruction in Social Studies:

Content-human beings as central to the story

Learning-strategies that support the natural learning cycle and build life and social studies skills

Outcomes-present challenging problems, authentic experiences, and real life tasks that have consequences

Laurel Schmidt, Social Studies that Sticks: How to Bring Content &Concepts to Life (2007, Heinemann)

Build Interest and Inquiry Find ways to build interest and motivate

students Leave things open for multiple answers. Increase the level of inquiry in the

classroom. Require students to ask questions. Find real world applications for using SS

knowledge and skills. Use an effect-cause approach to

teaching history.

Have a Plan for Teaching & Learning Content & Skills Recommendation 1: Use concepts to

organize and build content knowledge

Recommendation 2: Prioritize content and vocabulary

Recommendation 3: Be sure to have students DO something with the new information

Awareness At your table make a list of words that

come to mind…

Awareness 1st Question – How is this like other

things I’ve already seen and experienced?

2nd Question – How is this thing unique? What is it all about?

The brain must have this before moving on.

What can you do to support this natural occurrence?

Awareness = Engagement

Other Openers Present an unknown Pose a probing, open-ended question Use visuals to set the stage Use props, artifacts, and art Use current events or well known figures Use an anticipation guide Use CONCEPTS & KEY

UNDERSTANDINGS!!

Using Key Understandings to Spark Interest and Awareness

What are they? Critical global, abstract, overarching

questions that drive teaching and learning within a unit of study.

They press learners to think beyond the confines of the content and make real world connections

They become targets for learning

Social Studies Concepts by Strand

Characteristics Concept-based, not fact-based Timeless Provocative Reoccurring Global, universal, abstract 2-5 per unit at the secondary level

Where should I put them? On the board to guide the lesson or

connect lessons within the unit. As a header for notes. All else points at

answering that question = TARGET To guide discussion or to complete a

discussion web

AwarenessThis is the time to tap and build

BACKGROUND KNOWLEDGEExamples: How did Lincoln’s calculated actions

provoke conflict? How did the decision to arm slaves

create conflict in the North?

Why Take the TimePrior Knowledge… has a great influence on student

performance, explaining up to 81% of the variance in post-test scores (Dochy, Segers, & Buehl, 1999).

there is a well-established correlation between prior knowledge and reading comprehension (Langer, 1984; Long, Winograd, & Bridget, 1989; Stevens, 1980).

Why Take the Time Stimulating students’ background

knowledge by justifying responses before reading improves the students’ learning of the targeted content.

Struggling students, in particular, benefit from the strategies aimed at building background knowledge.

Anticipaction/Reaction GuideOne easy way to set the stage, tap

and build…

Step 1 – Anticipate Step 2 – Read Step 3 – React Step 4 – Extend with Writing

Anticipation Guide Point of View

Anticipate & Connect Have students respond to each item

based on prior experience, background knowledge, opinions.

Think aloud so that students will understand the how and why.

If students are reluctant to choose, remind them they can revisit later.

Examples Here’s one example of an anticipation/

reaction guide. They are available EVERYWHERE. They do not need to be fancy. They can be done as a class by

consensus. Just be sure they follow the guidelines.

Creating a Guide Review the text and identify 4-5

important concepts you would like students to learn.

Form opinion statements about the concepts.

Avoid True/False statements Create the guide.

Stamp Act

What are the benefits to building background?

Building Background Poll Exit Ticket