What’s Worth Learning In School? --

article

Underline language in the text that advocates for a shift in curriculum/expectations for students.

“It’s not a new versionwe need, but a new vision”

Frank Underwood

Anchor Standard 1

Civic and Political Institutions Determine the importance of the institutions of society and the principles that these institutions are intended to reflect, which requires the demonstration of in-depth understanding of law, politics, and government.

K Identify the roles and responsibilities of community members

1st Explain the need for and purposes of rules in a community

2nd Explain what governments are and how communities work to accomplish tasks and establish responsibilities

3rd Explain how citizens responsibly participate in democratic processes and practice civic responsibility

4th Describe the origins, functions, and structure of state government to determine how it supports freedom within a democracy

5th Explain how government effects how citizens, political and economic groups function within society

based on C3

Inquiry Cycle

15 Standards

Grade 2: Explore and Discover My Role

Practices in the Inquiry Cycle Questioning

Students will independently and collaboratively: 1. Develop compelling questions that promote inquiry around key disciplinary concepts and embedded enduring issues. 2. Develop supporting questions that identify facts, concepts and research interpretations associated with a key disciplinary concept. 3. Determine the types of sources that will assist in answering compelling and supporting questions.

Evaluating Sources Students will independently and collaboratively: 4. Gather relevant information from multiple sources from a wide range of perspectives and evaluate for credibility. 5. Identify and utilize evidence to seek solutions to questions. 6. Develop and create claims and counterclaims using appropriate evidence to construct strengths and weaknesses

Communicating Students will independently and collaboratively: 7. Construct viable arguments, relevant explanations and/or public demonstrations that convey ideas and perspectives to a wide array of appropriate audiences. 8. Critique the arguments and explanations of others paying particular attention to credibility and relevance of information. 9. Address options of individuals and groups to identify and apply a range of strategies and complex reasoning to take public action or propose a solution.

10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness. Civic Mindedness Geographic Reasoning 2.CM.1 Civic and Political Institutions Explain what governments are and how communities work to accomplish tasks and establish responsibilities. 2.CM.2 Participation and Deliberation: Applying Civic Virtues and Democratic Principles Compare individual and group perspective and how they affect decisions. 2.CM.3 Processes, Rules and Laws Describe how people have tried to improve their communities through rules or laws.

2.GR.8 Spatial Views of the World Describe places and the relationships and interactions that shape them using maps, graphs, photographs and other models. 2.GR.9 Human-Environment Interaction Explain how human activities in local-to-global communities affect cultural and environmental characteristics. 2.GR.10 Human Populations Spatial Patterns and Movements Describe connections between the physical environment and the economic activities of a location. 2.GR.11 Global Interconnections Describe how changes in physical and cultural characteristics of world regions affect people.

Economic Decision Making Historical Thinking 2.EDM.4 Economic Decision Making Describe opportunity costs of economic decisions. 2.EDM.5 Exchange and Markets Identify examples of human, capital and natural resources to explain why individuals and businesses specialize and trade. 2.EDM.6 National Economy Describe how examples of capital, human and natural resources are related to goods and services. 2.EDM.7 Global Economy Describe products imported and exported.

2.HT.12 Chronological Reasoning: Causation and Continuity Create and utilize a chronological sequence to generate possible causes for events and developments and how these were shaped by individuals and groups of the past. 2.HT.13 Historical Understanding: Contextualization and Perspectives Compare different accounts of the same historical event. 2.HT.14 Historical Arguments Determine which reasons cause historical events and developments to happen using a secondary source. 2.HT.15 Interpretation and Synthesis Generate questions about a historical source and explain how the source is related to a historical development or event.

In order to demonstratemastery of

these standards,

what skills will students need

to develop?

Supporting Student-Led Questioning

Question Formulation Technique

Highly Effective Teaching and LearningCreating Compelling and Supporting

Questions

Consider this…

The teacher is usually the person who asks the questions during a discussion. In a longitudinal study of elementary and secondary school classes, Dillon (1990) found that each student asks only one question(s) per month on average. Teachers must take deliberate steps to get their students to ask questions.

The Right Question Institute

rightquestion.or

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Students are more successful when they learn to ask their own

questions.

Experiencing the Question Formulation TechniqueTM (QFT)

Components of the Question Formulation TechniqueTM

A Question Focus (Q-Focus)

Rules for Producing Questions

Producing Questions

Categorizing Questions-Open/Closed

Prioritizing Questions

Next Steps

Reflection

Questions OpenClosed

Ask as many questions as you can about this picture:

Producing Questions – 4 min.

Ask Questions(lots of Qs & don’t judge)

Remember the Q-Focus

Number the questions

Questions OpenClosed

Categorizing Questions: Closed/Open

Definitions: • Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer.

• Open-ended questions require more explanation.

Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O”.

Each person inthe groupshould share 3 of their best questions.

Decide on 3 open Qs and 3 closed Qs and write on the chart.

Questions OpenClosed

“C” or an “O”

Change Closed to Open -Ended Questions (Divergent Thinking)

Directions: Take one closed-ended question and change it into an open-ended question

CLOSED-ENDED OPEN-

ENDED

Questions OpenClosed

Change Open to Closed -Ended Questions (Convergent Thinking)

Directions: Take one open-ended question and change it into an closed-ended question

OPEN-ENDED CLOSED-

ENDED

Questions OpenClosed

Prioritizing Questions(round 1) Review your list of questions Choose the three questions you

consider most important .While prioritizing, think about the Q-

Focus.Be ready to comment on your rationale

for prioritizing the questions as you did

Prioritizing Questions(round 2) Review your list of questions

• Choose 1 compelling question

to share with the room

• What would be some supporting

questions of the compelling question you chose?

Question Focus (Q-Focus)

• A Question Focus IS a simple statement, a visual or aural aid to help students generate questions• Created from curriculum content• Brief• Stimulates a new line of thinking

• A Q-Focus is NOT •A question

Picture

Poem

Map

Speech

Video Clip

You canuse these

Too…

Evaluating Sources

SOAPSSpeaker, Occasion, Audience, Purpose, Significance

RADCABRelevancy, Appropriateness, Detail, Currency, Authority, Bias

OPVLOrigin, Purpose, Value, Limitations

Dust Bowl: Scholastic text

OPVL

OORIGIN: Who wrote the source? When did he/she write it? Where did he/she write it? What type of source is this?

Examples: primary source by the author; primary source by interviewee/ interviewer; primary source drawn by the artist at that time; secondary source, usually done by a panel of experts

OPVL

PPURPOSE: Why was this source written/ produced or created?

Examples: to keep personal memories; to offer an eyewitness account; to educate colleagues, students and the public; to educate students; to educate and to entertain; for the public to educate; entertain or enlighten; for internal communication and examination among officials of the government; offers an emotionless picture of the facts

OPVL

VVALUE: What does this source ADD to your understanding of the event/person/time?

Examples: eyewitness account; offers a quick overview; many years of research is evident; offers at least one person’s perspective

OPVL

LLIMITATION: what are the weaknesses of the source?

Examples: only one person’s viewpoint; bias is apparent; perspective issues; usually not an eyewitness account; NOT an expert on every topic; how widespread is the information?; exaggeration of material for comic effect; may not be the real views of the speaker

Let’s PracticeOPVL

Dust Bowl: Scholastic text

Creating a Close Reading

Use a short, complex passage

“Read with a pencil” - annotate

Note what’s confusing

Reread several times

Give your students the chance to productively struggle with text-dependent questions

Limit background knowledge

• Read passage silently.• Read again. Underline words you DON’T know.

• Whole group share• Read again. Describe the Great Plains region.

• Tell a partner and modify your answer, if needed• Find CAUSES of the Dust Bowl.

• Write them in the left margin.• Pick 4 EFFECTS of the Dust Bowl.

• Write them in the right margin.• Find references to the Great Depression.

• Put an arrow beside evidence in the text. Turn and talk about the Great Depression with an elbow partner.

• Pick one of the questions from the Q-Focus. Answer it.• Place a star beside the answer.

Close Reading of TextScholastic – Dust Bowl

Unlock It For Kids

UnderlineEvidence

Pair Up and Share– • Partners trade evidence so that both partners

have evidence marked with causes and effects of Dust Bowl.

• Organize all evidence into one of these three categories:• Environmental (cause or effect)• Economical (cause or effect)• Emotional (cause or effect)

Practices in the Inquiry CycleQuestioning

Students will independently and collaboratively: 1. Develop compelling questions that promote inquiry around key disciplinary concepts and embedded enduring issues. 2. Develop supporting questions that identify facts, concepts and research interpretations associated with a key disciplinary concept.3. Determine the types of sources that will assist in answering compelling and supporting questions.

Evaluating SourcesStudents will independently and collaboratively:4. Gather relevant information from multiple sources from a wide range of perspectives and evaluate for credibility. 5. Identify and utilize evidence to seek solutions to questions. 6. Develop and create claims and counterclaims using appropriate evidence to construct strengths and weaknesses.

CommunicatingStudents will independently and collaboratively: 7. Construct viable arguments, relevant explanations and/or public demonstrations that convey ideas and perspectives to a wide array of appropriate audiences. 8. Critique the arguments and explanations of others paying particular attention to credibility and relevance of information. 9. Address options of individuals and groups to identify and apply a range of strategies and complex reasoning to take public action or propose a solution.  

10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness.

One more resource…

Uncovering the Dust Bowl – Ken Burns

Communicating

Practices in the Inquiry Cycle

CommunicatingStudents will independently and collaboratively: 7. Construct viable arguments, relevant explanations and/or public demonstrations that convey ideas and perspectives to a wide array of appropriate audiences. 8. Critique the arguments and explanations of others paying particular attention to credibility and relevance of information. 9. Address options of individuals and groups to identify and apply a range of strategies and complex reasoning to take public action or propose a solution.  10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness.

Preparing to Answer a Question:

• Go back and look at the highlighted text, your questions and textual evidence, and keeping in mind the video…

• Considering all of the effects…

Was the Dust Bowl aNatural Disaster?

Go back to each effect, and determine whether it was caused by nature or man.

Socratic Seminar

Socratic Seminar Roles• Speaker• Coach• Time Keeper• Big Idea Tracker• Evidence/Quote Tracker• Wagon Wheel Counter• Transition Tracker

We read and think about the text in advance.

We refer to the text and give enough time for fellow classmates to locate text.

We engage in conversation; we don’t talk at each other.

We show we are listening by tracking the speaker and summarizing what a classmate said.

We don’t raise our hand, but we wait for speaker to finish.

We ask questions, give comments, but always give evidence to support our opinions.

Socratic SeminarExpectations

Socratic Seminar

• It’s OKAY to disagree, so long as you do so respectfully• I understand what you are saying, but I disagree because…

• I respect your opinion, but I disagree because…

• I hear where you are coming from, but…

• Most importantly, in a discussion there are no right or wrong answers.

47

Academic Transitions

1. So what you’re saying is…2. I disagree/agree…3. I’d like to raise a question…4. I’m confused about…5. What is your opinion of…6. I think this means…7. What puzzles me is…8. This relates to…9. Do you agree/disagree….10.Don’t you think this is similar to…11.I’d like to talk with people about…

48

Half Time!

Evaluator Reporting• Comment Counter• Transition Tracker• Evidence Tracker• Big Idea Board Tracker

COACHING(switch roles)

Socratic Seminar Rounds

Round 1: Understand: What was the problem?

Round 2: Assess: What is challenging about solving the problem?

Round 3 (extension): Apply: What should we do about it? (Civic Action)

Communicating

Practices in the Inquiry Cycle

CommunicatingStudents will independently and collaboratively: 7. Construct viable arguments, relevant explanations and/or public demonstrations that convey ideas and perspectives to a wide array of appropriate audiences. 8. Critique the arguments and explanations of others paying particular attention to credibility and relevance of information. 9. Address options of individuals and groups to identify and apply a range of strategies and complex reasoning to take public action or propose a solution.  10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness.

Taking Informed Action in History

• Civic engagement in the social studies may take many forms.• Taking informed action provides students opportunities to

adapt and apply their work in order to develop the skills and dispositions necessary for an active civic life.

What are your learning needs?

To move your practicefrom “here” to “there”,…

What Does the InquiryCycle look like in grades

6-12?Brainstorm skills/competencies

Compare/Discuss vertically.

An Optimist and a Goat

Give One, Get One

Proficient Social Scientists…How close or far away is

your classroom instruction to

incorporating the attributes necessary to develop proficient social

scientists?

What one area would you like to focus on and how will you begin this?

Day 2Nelson County Schools

Content Context

Events leading up to Revolutionary War

Events leading up to Revolutionary War

Cause and Effect

Rosa Parks’ arrest Rosa Parks’ arrestCorroboration

Comparing and Contrasting Government documents that protect freedoms

Declaration of IndependenceConstitutionBill of Rights(Amendments)

Declaration of IndependenceConstitutionBill of Rights(Amendments)

CONNECTIONS:Let’s REVISIT your distilled standard

• 5.GR.10: Analyze the effects of devastating environmental events and technological advancements on human settlement and movement.

Clarifying, Sharing, and Understanding Learning Intentions:

Discussion/Reflection: What are the “precise chunk[s] of particular content students are to

master”? What is the success criteria for this learning?