Topic 2 A Practical Framework. 2–2 Copyright © Houghton Mifflin Company. All rights reserved Topic 2: A Practical Framework Assignment 2.1: Text Structures

Topic 2

A Practical Framework

2–2 Copyright © Houghton Mifflin Company. All rights reserved

Topic 2: A Practical Framework

• Assignment 2.1: Text Structures

• Assignment 2.2: Web of Social Studies

• Assignment 2.3: Lesson Concept Organization


Goals, Concepts & Vocabulary

• Information Knowledge?

• Procedural Knowledge?

• Basic Skills Knowledge?

• Academic Disposition?

• Big Ideas?

• What Role Does Explicit Instruction Play?


NCSS Goals Statement

• The purpose of social studies for young children, K-6, as for all age groups, is to enable them to understand and participate effectively in their world. Social studies explains their relationship to other people, to institutions, and to the environment. It equips them with the knowledge and understanding of the past necessary for coping with the present and planning for the future. It provides them with the skills for productive problem solving and decision making, as well as for assessing issues and making thoughtful value judgments. Above all, it integrates these skills and understandings into a framework for responsible citizen participation, whether in their playgroup, the school, the community or the world.

Subject Information Knowledge

Procedural Knowledge

Big Ideas

History

Geography

Economics

Government

Social Science

List Group & Label: Social Studies Review

Assignment 2.2: Web of Social Studies

Facts

Concepts

GeneralizationsEssential Social Studies Skills

Modes of Reasoning

Social Studies Analytical

Systematic

Logical

Read

Write

Calculate

Which did you like more, the web or table?

Information Knowledge

ProceduralKnowledge

BasicSkillsKnowledge

Academic Disposition

Big Ideas


Assignment 2.1: Text Structures

• Generalizations supported by examples

• Enumeration

• Time patterns

• Climax patterns

• Compare & contrast patterns

• Cause & effect patterns

Give a man a fish, you’ve fed him for a day.Teach a man to fish, you’ve fed him for a life time.–Source unknown


Text Structures: Examples

• Generalizations supported by examples

– People with college degrees make more money than those who don’t: bankers, lawyers, small business owners

• Enumeration

– List the 1st 5 amendments to the Constitution

• Time patterns

– Pearl Harbor, Invasion of Normandy, Battle of the Buldge, etc.

• Climax patterns

– Gore-Bush Campaign, Florida challenges, Supreme Court decisions

• Compare & contrast patterns

– Union strengths vs. Confederacy strengths

• Cause & effect patterns

– High interest rates = lower consumer spending


Teacher’s TipTeachers should be prepared to check students' assignments. To avoid being overwhelmed with paperwork, do a Quick Check by walking around the room as you are teaching and observing whether the assignment is complete.

A Multicultural Perspective Conassatego

• How do you characterize an education?


The Lewis and Clark Expedition Lesson Plan Concept

1. How much do I know about this topic?

2. How much more am I going to have to learn to teach it well?

3. What resources are available so that I can quickly get up to speed on the topic?

4. Can I find a Big Idea in the topic?

5. Is there Procedural Knowledge that can be the focus of the lesson? If not, are their Basic Skills that could be the focus?

6. Are there resources for the students so that this can be an active learning experience?

7. Will this change the way students think in the future (a new Academic Disposition)?


Assignment 2.3: Lesson Plan

• Lesson Concept Organizer

• Topic

• Big Ideas

• Goals (S)

– NCSS Theme & Strand

• State Standards

• Resources

– Websites, Children’s books, etc.

• Information Knowledge

• Procedural Knowledge:

– Modes of Reasoning

– Social Studies Skills

• Basic Skills Knowledge

• Method/Instructional Sequence (from Topic 31)

– Attention Getter

– Content Presentation (s)• Reading Procedure

• Lecture

• Problem Solving

• Value’s Analysis

• Simulations

• Video

• Practice(s)

• etc.

– Evaluation

– Extension


Primary Documents: Jefferson’s Letters

Jefferson’s letters

http://etext.lib.virginia.edu/jefferson/texts/.


Big Idea

• Cultural Appreciation

– Social scientists have long realized that a person who comes across a different kind of person, group, or society may either appreciate the differences or be disdainful of them.

– Children can be encouraged to learn more about a new classmate with an accent or different skin color and thus learn more about themselves, or they can learn to choose to not like the new classmate. The meeting of Lewis and Clark with Native Americans from the Great Plains is an example of a Big Idea.


NCSS Theme and Strand

• Culture

– Explore and describe similarities and differences in the way groups, societies, and cultures address similar human needs and concerns

– Give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference

• Time Continuity & Change

– Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reason for the difference in views


State Standard

• You should include objectives based on your state’s standards or benchmarks.

http://putnamvalleyschools.org/standards.html


Start with an Idea and Resources

• Website Resources: Lewis & Clark

– The University of Virginia Website has two sections:• http://www.lib.virginia.edu/exhibits/lewis_clark/ch5.html could be used

as background to teach the skills of location (compass, sextant, etc.)

• http://www.lib.virginia.edu/exhibits/lewis_clark/home.html could be used for a primary document of the unknown Louisiana Territory and background information for the teacher.

– The Lewis & Clark website • http://www.lewis-clark.org/choice.htm includes excerpts from the Lewis

and Clark Diary.

– The National Park Service website• http://www.nps.gov/lecl/ provides information about the Lewis and

Clark Trail.

– Check this Textbook’s Website for Additional Website Links


Place Holder for http://www.sil.si.edu/DigitalCollections/BAE/Bulletin164/plate24s.htm

Treaty Signing


Place Holder for PBS

http://www.pbs.org/lewisandclark/native/index.html

PBS Series on Lewis & Clark


Read Cloud

Place Holder for http://www.sil.si.edu/DigitalCollections/BAE/Bulletin164/plate32c.htm


Place Holder for http://nmaaryder.si.edu/images/1985/1985.66.447_1b.jpg

Bear Dance


Information Knowledge

• President Jefferson's purchase of the Louisiana Territory

• The decision to have Lewis and Clark explore and map the territory

• The expedition timeline and route, with location maps and current-day locations

• Primary Document samples, such as Jefferson’s letters to Lewis and the diary of the trip

• Cultural comparison of Great Plains and Northeast Indian nations (food, clothing, and dwellings as functions of climate and geography) using the Key Social Science Questions (see Topic 15)

• Images and maps from the Internet


Procedural Knowledge

• Interpreting Primary Documents such as the Lewis and Clark Diaries and Jefferson’s letter commissioning the expedition, which can be found at the Thomas Jefferson Digital Achieves at http://etext.lib.virginia.edu/jefferson/texts/

• Comparing and contrasting differing accounts of the same event or drawing inferences from meetings with Indian Nations by using information from PBS.ORG at http://www.pbs.org/lewisandclark/native/

• Using the Key Social Science Questions to analyze the Indian Nations they encountered

• Considering the effects of location on food, human traits, race/ethnicity, shelter, clothing, and so on

• Analyzing the interests and values of the various people involved

• Learning how to use navigation with cardinal directions, longitude and latitude, and scale and distance; interpreting legends and making maps at Lewis-Clark.Org at http://www.lewis-clark.org/hf_mmenu.htm


Basic Skills Knowledge

• Read Primary Documents

• Develop listening skills

• Analyze information and draw inferences

• Interpret maps

• Identify relevant factual material

• Note cause-and-effect relationships

• Express personal convictions

• Communicate beliefs, feelings, and convictions

• Reflect on ideas and beliefs


Instructional Sequence

• Attention Getter: Use a Reenactment (see Topic 50) of an Indian rain dance. Include Realia like an Indian drum, headdress, and moccasins.

– Content Presentation 1: • Use a Pause-Procedure, Chronological Lecture (see Topic 43)

with images from the expedition and a timeline. Have students complete a Timeline Organizer (see Appendix).

• Use Primary Documents (see Topic 50). Jefferson's letter authorizing the expedition would be used to examine motives and expectations.

– Content Presentation 2: Use Questioning (see Topic 44) to identify the challenges of this kind of expedition and of meeting foreign peoples. Use the Key Social Science Questions (see Topic 15) as an organizing framework.



– Content Presentation 3: Use a Demonstration, Part to Whole Lecture (see Topic 43) to show how to read maps using the TOADSONLOGS (see Topic 24) method.

– Guided Practice: Use Breakout Groups (see Topic 47) for students to demonstrate their knowledge of map reading with additional maps from the Lewis and Clark Expedition, and a Short Answer questionnaire (see Topic 57) requiring students to apply directions.

– Content Presentation 4: Use a Full, Historical Case Study (see Topic 51) at the end of the lesson. Tell students:

• "One night Lewis and Clark observed the Indians yelling and jumping around the campfire while other Indians were beating drums. They asked their interpreter what was going on, and the interpreter said it was an Indian rain dance that they performed when they wanted rain.

• Follow up using the Socratic method.



• Questions: Ask students if

– It is strange to dance for rain;

– Whether the Native Americans were acting silly; and

– Whether Lewis and Clark might have thought dancing for rain was odd.

• In additional questioning, develop the idea that the rain dance is really a prayer and that some of their families’ religious traditions might look peculiar to an outsider.

• A transition using the Socratic method would lead to questions about whether students ever made a judgment about a person or thing that they later realized was wrong and whether the same thing was ever done to them.



7. Independent Practice: Use an Exposition Response Journal (see Topic 27) approach, asking each student whether there are some traditions in their family that other people might think were different or strange. Because students will have different sensitivities about sharing such things, ask for volunteers who want to share his or her ideas with the class.

8. Evaluation:

7. Journal entry

8. Timeline

9. Short-answer questionnaire

10.Participation in questioning

9. Extension: The Heard Museum site, http://www.heard.org/education/rain/rbowintr.html, is a complete site about rain, clouds, animals, stories, and other science topics. It could lead to the beginning of thematic unit or extension on rain.

Teacher’s TipDon't make the mistake of thinking that your job is to teach the social studies basal textbook supplied by your school. Your job is to:

1. Evaluate the book in terms of how it will help you achieve your objectives.

2. Design multi-day lesson plans using the book and other resources.

3. Focus on Big Ideas, Procedural Knowledge, and Basic Skills.

4. Use the Information Knowledge from the text and other resources to achieve your objectives.

Communities

What are some big ideas that could be developed based on the reading “Communities?”

What Information & Procedural Knowledge could you add and teach based on the topic communities after the kids have completed reading “Communities?”

Heroes

What are some big ideas that could be developed based on the reading “Heroes?”

What Information & Procedural Knowledge could you add and teach based on the topic heroes after the kids have completed reading “Heroes?”

A Topic and a Reading are not the same thing!

Heroes & Communities: Topic 17

Classroom Lesson: Key Questions for Assignments