SSSR #3SSSR #3

by: Gina Bermejo

Table of ContentTable of Content

PINK AND SAY UNIT• Enhancing knowledge on Boy Soldiers in the Civil

War• GROUP Presentation

INQUIRY • Key Ideas of Using Inquiry to Teach Social

Studies article.• Presentation on Integrated Social Studies

Notes• Group Web Quest

GEOGRAPHY• Geography games

REFLECTION

PINK AND SAY UNIT

pg. 4

Boy Soldiers in the Civil War

Digital History William Black, the youngest wounded soldier,

was twelve when his left hand and arm were shattered by an exploding shell.

An unknown number of soldiers—probably around five percentfive percent, were under eighteen, and some were as young as ten.

Their motives for enlisting varied, including patriotism and a desire to escape the boring routine of farm life or an abusive family. A few were jealous of older brothersjealous of older brothers, and some young Northerners were eager to rid the country of slavery.

Thomas Galwey, quoted in Werner, Reluctant Witnesses, 17

“I passed the corpse of a beautiful boy in gray who lay with his blond curls scattered about his face and his hand folded peacefully across his breast. He was clad in a bright and neat uniform, well garnished with gold, which seemed to tell the story of a loving mother and sisters who had sent their household pet to the field of war. His neat little hat lying beside him bore the number of a Georgia regiment. He was about my age. At the sight of the poor boy's corpse, I burst into a regular boo hoo and started on.

Civil War Home

About 100,000 were fifteen or under. Three hundred were thirteen or under-

most of these fifers or drummers, but regularly enrolled, and sometimes fighters.

Twenty-five were ten or under. numerous tales of buglers too small to

climb into saddles unaided, who rode into pistol-and-saber battles with their regiments.

George S. Lamkin of Winona, Mississippi, joined Stanford's Mississippi Battery when he was eleven, and before his twelfth birthday was severely wounded at Shiloh.

GROUP Presentation

pg. 5

Comparison of Pink and Says traits, emotions, backgrounds

and situation.

INQUIRY

Key Ideas of article

Inquiry Social Studies strategy encourages teachers to move away from exclusive use of textbooks, toward helping children to make more connections to the world beyond the classroom. In addition it includes public discourse, decision-making, and citizen involvement standards that expect students to investigate their world as social scientists by using scientific thinking to identify issues and to solve problems that lead to workable solutions.

WebQuestsWeb Quests are electronic inquiry lessons and units that focus on visits to virtual museums and historical sites featuring noted places, people and events found on the Internet.

The Storypath MethodStorypath is a dynamic inquiry method. It engages students inreenactment, inquiry, problem solving, higher-level thinking, cooperative learning and decision-making. Storypath uses the basic components of a setting, characters, and plot to organize the social studies curriculum into meaningful and superb learning

The Place of Spatial Dynamics in the ClassroomActively involves students in creating physical examples of places, can be used with Storypath. Teachers guide students in replicating the concrete details of an historical place or event by laying the model out on the classroom floor.

Developing Inquiry Skills through Case StudiesTeachers use case studies to develop inquiry and critical thinkingskills, decision-making skills and deep knowledge when planning lessons around historical events, civics and law related education. pg. 9

Presentation Notes

Oral historyOral history Interviewing: interviewing one

another is a great way to start younger grades. By interviewing each other about their own experiences, families, neighborhoods, and communities, students can expand their understanding of the world around them and also develop important social skills.

Model interview: interviewing guests or experts in front of the class yourself, then opening up the discussion for student questions. Teachers interviewing skills will be modeled, as well as good oral history practice and encourages students to ask good questions

Broadening horizons: Oral history can help build bridges between students’ familiar world of home and family and the seemingly-distant lives of people outside their personal sphere by helping students connect to people different from themselves.

Historical Re-enactmentHistorical Re-enactment An educational reenactment takes the

in-depth cultural experience of participating in a reenactment and joins it with the educational structure of a social studies classroom.

Students learn not only about events, but also about the people and the broader time period.

The goal is to make the life of the student approximate life in a past time period as much as possible.

In a reenactment, students take on daily jobs and activities that are similar to what the people of a chosen time had to do, primarily centering around making sure that they have food, fuel, shelter, and clothing.

The students also must understand the conflicts, political issues, and community problems from the era.

pg. 10

Group Web Quest

W E BQUE S T S WebQuest defined: WebQuests are guided activities in which some or all of the information the students interact with comes from resources found on the internet. It was developed in 1995 by Bernie Dodge, Professor of Educational Technology, at San Diego State University. Types of WebQuests: Short Term WebQuest-designed to be completed in 1-3 class periods. The instructional goal is knowledge acquisition and integration. The student is able to make sense of new information. Long Term WebQuest- designed to be completed in 1-4 weeks. The instructional goal is extending and refining knowledge. The student shows understanding of knowledge by creating something. WebQuests contain 8 main components: 1. Title - Name of WebQuest, grade level, curriculum, and short description of WebQuest 2. Introduction -starting storyline of WebQuest 3. Task - description of your main goal in the WebQuest 4. Process - step by step instructions of what to do for WebQuest project 5. Evaluation - rubric with set criteria of how students will be graded 6. Conclusion - short summary of goals of WebQuest and how it was accomplished 7. About author/teacher page - contact information and short description about the teacher 8. Help section (optional) - additional resources to help students in need of some extra guidance or help Things to remember: A WebQuest.... -is wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers. -requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment. -makes good use of the web. Of course, books and other media can be used within a WebQuest, but if the web isn't at the heart of the lesson, it's not a WebQuest. -isn't a research report or a step-by-step science or math procedure. Having learners simply distilling web sites and making a presentation about them isn't enough. -isn't just a series of web-based experiences. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn't require higher level thinking skills and so, by definition, isn't a WebQuest.

Useful Websites: -http://webquest.org/index.php -www.kathimitchell.com/quests.htm (list of webquests) - http://www.emints.org/inside-emints/webquests/by-emints-teachers/ (list of webquests) -http://questgarden.com/author/examplestop.php (search for webquests)

Work sheet handed out in class

GEOGRAPHY

GAME REVIEW

Kids Geo

I most enjoyed this website because it was very kid friendly. IT had lots of animation and sounds that made it seem more like a game. I had lots of fun playing North And South America Map Match Game. I have friends and family in South America and was happy to know the distance way from each other. I think this game would be better suited if a teacher made connections to all these place countries around the world.

Shepard's Software

This website is more geared to older students. I like how it divides it segments into beginning intermediate and advance. My husband isn't very familiar with geography and is quite embarrassed by it. He spent lots of time on this site and I found him having a lot of Aha! Moments. Overall I would use this for a research project. However, I don’t really see the “game” factor in this site.

REFLECTION

Before taking this course I had negative feeling towards service learning. I had a teacher try to have us use this in high school and we were stuck doing worksheet after worksheet. I was amazed at the many activities we as teacher could have student do. Never had I thought students as young as 6 could be engaged in lesson like this. One of the most memorable lesson I saw was in the Annenberg video. In this lesson Ms. Vaughn had 1st grade student create a town in which each student had a store. They learned about the community that surrounds them.

This course further reinforced the notion of having enough material to further reinforce you lesson is key to success. Bookshelf are ussed to enhance service learning activities. Can be non-fiction books, picture books, and novels. They describes service experience of others. Introduce social themes. Tell stories form history. Model diverse forms of storytelling.

I have also learned by having an integrate social unit you further foster a student connection to the book. There are so many activities that can be done with just one book. We did great art work with Somebody love you Mr. Hatch.

Over all this course had taught me that service learning can occur in any subject grade and it can be on almost any topic. I feel that prior to taking this course I underestimate student abilities to make a difference in our community. I found that many of the activities in The Complete guide to Service Learning exceeded the Nevada state standards. Service learning allows students have a diverse and meaningful experience. I am no longer intimidated by service learning and I will definitely use activities from the book in my future classroom