Topic 2
A Practical
Framework
Topic 2: A Practical Framework
• Assignment 2.1: Text Structures
• Assignment 2.2: Web of Social Studies
• Assignment 2.3: Lesson Concept Organization
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2–2
Goals, Concepts & Vocabulary
• Information Knowledge?
• Procedural Knowledge?
• Basic Skills Knowledge?
• Academic Disposition?
• Big Ideas?
• What Role Does Explicit Instruction Play?
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2–3
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.
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2–4
List Group & Label: Social Studies Review
Subject
History
Geography
Economics
Government
Social Science
Information
Knowledge
Procedural
Knowledge
Big Ideas
Assignment 2.2: Web of Social Studies
Facts
Concepts
Information
Knowledge
Modes of
Reasoning
Procedural
Knowledge
Essential
Social
Studies
Skills
Generalizations
Read
Write
Basic
Skills
Knowledge
Social
Studies
Academic
Disposition
Analytical
Systematic
Calculate
Big Ideas
Logical
Which did you like more, the web or table?
Assignment 2.1: Text Structures
• Generalizations supported by examples
• Enumeration
• Time patterns
• Climax patterns
• Compare & contrast
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
• Cause & effect patterns
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2–7
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
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2–8
A Multicultural Perspective
Conassatego
• How do you characterize an education?
Teacher’s Tip
Teachers 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.
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2–9
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)?
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2–10
Assignment 2.3: Lesson Plan
• Lesson Concept Organizer
• Topic
• Method/Instructional Sequence
(from Topic 31)
• Big Ideas
– Attention Getter
• Goals (S)
– Content Presentation (s)
– NCSS Theme & Strand
• State Standards
• Resources
– Websites, Children’s books, etc.
• Reading Procedure
• Lecture
• Problem Solving
• Value’s Analysis
• Simulations
• Information Knowledge
• Video
• Procedural Knowledge:
• Practice(s)
– Modes of Reasoning
• etc.
– Social Studies Skills
– Evaluation
• Basic Skills Knowledge
– Extension
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2–11
Primary Documents: Jefferson’s
Letters
Jefferson’s letters
http://etext.lib.virginia.edu/jefferson/texts/.
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2–12
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.
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2–13
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
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2–14
State Standard
• You should include objectives based on your
state’s standards or benchmarks.
http://putnamvalleyschools.org/standards.html
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2–15
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
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2–16
Treaty Signing
Place Holder for
http://www.sil.si.edu/DigitalCollections/BAE/Bulletin164/plate24s.htm
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2–17
PBS Series on Lewis & Clark
Place Holder for PBS
http://www.pbs.org/lewisandclark/native/index.html
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2–18
Read Cloud
Place Holder for
http://www.sil.si.edu/DigitalCollections/BAE/Bulletin164/plate32c.htm
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2–19
Bear Dance
Place Holder for
http://nmaaryder.si.edu/images/1985/1985.66.447_1b.jpg
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2–20
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
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2–21
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
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2–22
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
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2–23
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.
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2–24
Instructional Sequence
– 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.
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2–25
Instructional Sequence
• 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.
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2–26
Instructional Sequence
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.
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2–27
Classroom Lesson: Key Questions for Assignments
A Topic and a Reading are
not the same thing!
Teacher’s Tip
Don'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.
Heroes & Communities: Topic 17
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?”