August 21, 2014
Mariya Korobkova
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Introduce
Yourself
Your School
Your role/position
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 Find
the person that matches your index card
:
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 Find
Think of a teacher that you had as a student that would
be considered ineffective? What made that teacher
ineffective?
the person that matches your index card
:

Think of a teacher that you had as a student that would
be considered effective? What made that teacher
effective?
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 Defining
Literacy in Social Studies
 Strategies that promote literacy
 Deep dive into developing and scaffolding a
Unit
Lunch Time 11:30 pm-12:30pm
 Vocabulary
building
 Vocabulary building strategies
 Feedback
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 What
strategies have you used or
remember using in your classroom to
promote literacy and student engagement
at all learning levels?
 Turn
and Talk to a person next to you.
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A student proficient in history/social
studies literacy is knowledgeable in content
information of one or more of the social
studies disciplines and is able to use that
knowledge contextually and in concert with
higher order thinking skills, reading skills,
writing skills, research skills, and speaking
and listening skills. Literacy in history/social
studies is expressed through critical thinking,
creative problem-solving, communication of
ideas, civic engagement, and global
understanding.
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History/social studies is a
content subject rich in facts,
knowledge, concepts, analytical
theory, and evidence but subjectmatter CONTENT is only part of
the discipline.
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Higher-order thinking
Research skills
Expository reading skills
Writing skills such as summary, informative, point of
view, argumentation, persuasion, and evaluation
Speaking and listening skills
Problem-solving skills, creativity, and innovation
Collaborative skills
Communication skills
Academic vocabulary
Media literacy
Civic literacy
Environmental literacy and global awareness
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Thinking is not driven by answers but by
questions… every field stays alive only to the
extent that fresh questions are generated and
taken seriously as the driving force in a
process of thinking.
The Center for Critical Thinking
(2012)
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Reading for information in history/social
studies is NOT the same as reading for other
disciplines, including literature, science, and
technological studies. Reading in
history/social studies requires an instructional
shift in use of prior knowledge, academic
vocabulary in history/social studies,
questioning strategies, and critical thinking
skills to evaluate, apply, and synthesize
information.
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Analyze primary sources
Compare and evaluate authors’ arguments and evidence
Seek and cite evidence to support one’s own arguments
Recognize text structure (e.g., sequential, comparison,
cause-effect)
Distinguish among fact, opinion and reasoned argument
Differentiate and analyze the relationship between primary
and secondary sources on the same topic
Determine central ideas
Corroborate and/or challenge authors’ arguments
Determine meanings of words and phrases in context
Develop a coherent understanding of a topic by integrating
diverse sources
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What are some examples of
classroom learning activities that
will help build thinking skills?
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A
technique to be used after students have
already completed their own individual
reading and annotations of a text
 It is a strategy to stimulate small or large
group discussion that engages and honors
different perspectives on the same text
 Uses the same moves as Accountable Talk but
all interaction occurs in writing
 Is a strategy that anyone can add to their
repertoire when reading a text with a class
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 Each
student has her/his own color marker
and the group creates a key at the bottom of
the poster
 The teacher reserves one color for
her/himself
 Students must try out a predetermined
number of ways to respond to the text
 Students must respond to each other’s and
the teacher’s questions
1.
2.
Silently read your text
Use the suggested ways of responding to a
text to annotate your copy of the text
1.
2.
3.
4.
5.
Each group member chooses one color
marker to use
Make a key at the bottom of the chart
paper to identify whom is using which color
Begin SILENTLY adding your own
annotations to the text
Use at least five of the “Ways to Respond to
a Text” on the poster
Answer all peer and teacher questions
 Switch
posters with another group that read
the same article
 Use sticky notes to respond at least three
times to something that the other group
wrote
 Write your initials on the bottom of your
“stickies”
 What
scaffolds did the other group’s poster
have that yours did not?
 What
purpose might these scaffolds serve?
 Different
level texts for different groups
 Vocabulary added to some posters to aid
understanding
 Guiding questions added to some posters
 Larger font
 Comprehension checks embedded within the
reading
 Varying “Ways to Respond to a Text” with
more numerous and sophisticated ways for
advanced students
 Within

How and when might we use this strategy in
our content area?
 Whole
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content groups:
group share out:
What ideas did your group have?
 Primary
source documents and images
 Secondary source articles and texts
 Propaganda
 Biographies
 Diaries and letters
 Charts, graphs, maps
 News articles and broadcasts
 Blogs and internet sources
 Poetry, myths, and legends
 Historical fiction
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Where questions, not answers, are the
driving force in thinking.
What does Socratic mean?
Socratic comes from the name
Socrates,
a classical Greek philosopher who developed a
Theory of Knowledge:
the surest way to attain reliable knowledge was
through the practice of disciplined
conversation…dialectic.
How did Socrates use the dialectic?
He would begin with a discussion of the
obvious aspects of any
problem,
feign ignorance about a subject,
and try to draw out from the other person
his fullest possible knowledge about it.
What is a Socratic Seminar?
*a method used to understand information
by creating dialectic in class regarding a
specific text.
Participants seek deeper understanding of
complex ideas in text through rigorous
thoughtful dialogue, rather than by
memorizing bits of information.
The Text:
*richness in ideas, issues, values and their
ability to stimulate dialogue.
A good text raises important
questions.
There are no right or wrong answers.
At the end of successful Socratic Seminars,
participants often leave with more
questions than they brought with them.
The Question:
The Socratic Seminar opens with a
question
posed by the leader. Responses to the
opening question generate new
questions from the leader and participants,
leading to new responses.
The Leader:
*dual role as
leader and participant.
Keeps the discussion focused on the text
by
 asking follow-up questions
 helping clarify positions when
arguments become confused
 involving reluctant participants
The Participants:
*carry the burden of responsibility for the
quality of the seminar.
There are four ways to do this:
•preparing
• participating
•sharing
•supporting
SET UP:
•Text given in advance.
• Rules posted.
• Allow at least 25 minutes.
• Leader is ready with an opening question.
• Participants respond with textual evidence for support.
• Participants respond with questions to
information they hear.
• Students do not raise hands.
• Reflect and Debrief.
• Accountability through final written piece.
REMEMBER:
• Students need text in advance.
• Seminars usually last approximately 45 minutes.
• Questions: open-ended, lead to further
questions, open-core-closing, no right or wrong
answer
• Text Support
• Accountability? Create an end product, rubrics, not
just on speaking
• Discussion not Debate!
Benefits include:
• Time to engage in in-depth
discussions,
problem solving, and
clarification of ideas
• Building a strong, collaborative work
culture
• Enhanced knowledge and research base
• Increased success for all students
• Teaching respect for diverse ideas,
people, and practices
•Creating a positive learning
environment for all students
 Tips
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for planning a SUCCESSFUL Unit:
Choose a Theme
Ask yourself “ what do I want students to know
and understand when they complete this unit?”
UDL (Universal Design for Learning)
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 What
are some of the components that
stand out to you? (Positive and/or Negative)
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Can this work in your classroom? Why or
why not?
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 Choose
a Theme
 Big Idea (What do you want students to walk
away knowing?)
 Which standards are you targeting?
 What Resources and/or Materials will you
provide?
 Create a Meaningful Task
 Baseline Assessment
 Summative Assessment
 UDL (Universal Design for Learning)
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 11:30-
12:30
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One of the most essential components in
teaching and learning history is the integration
and use of primary source material to discover
and evaluate the past; however, integrating
primary sources in the classroom is often
more difficult than it sounds. Reading and
analyzing historical documents often include
antiquated and unfamiliar language and the
conventions can be challenging. Teachers
must be able to help students recognize the
terms that are the critical to maximizing
historical understanding.
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Domain-specific
words
General
academic words
Words of
everyday speech
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– Highly specialized, subject-specific; low
occurrences in texts; lacking generalization
◦
E.g., oligarchy, federalist, abolitionist
–Abstract, general academic (across
content areas); encountered in written language;
high utility across instructional areas
◦
E.g., principle, relative, innovation, style
– Basic, concrete, encountered in
conversation/ oral vocabulary; words most student
will know at a particular grade level
◦
E.g., injury, apologize, education, serious, nation
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laws—called “Jim Crow” laws—
enforced a system of white supremacy
Strict
This
principle is known as popular
sovereignty.
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 How
can vocabulary learning be supported . . .
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by Visual Representations?
in Classroom Discourse?
through Games & Activities?

Pair Share:
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 What
are some of the vocabulary strategies
do you use or hope to use in your classroom?
1)
2)
3)
4)
5)
6)
The teacher provides a description,
explanation or example
Students re-state or re-explain meaning in
their own words
Students construct a picture, graphic, or
symbol for each word
Students engage in an activity to expand
their word knowledge
Students discuss vocabulary words with one
another
Student play games with the words
(Marzano, 2004)
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Kick Me- Making Vocabulary Interactive Video

Think-Pair-Share

How does the Kick Me vocabulary strategy fits
with what we presented on our posters
regarding:
Visual representations
Games and activities
 Classroom discourse
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What elements of this strategy connect with
the three categories and how might you use
this strategy in your classroom?
 This
graphic organizer helps students to learn
new vocabulary by not only defining the term
in their own words, but contextualizing it
through authentic examples and visual
representation.
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 Identify
4-5 vocabulary words from the text
that students will need to understand in
order to comprehend the text. In order to
activate prior knowledge, students will
brainstorm what they already know about
the vocabulary term. Do a think-pair-share if
you perceive that they will have difficulty
with the new terms. During the reading, use
the think aloud strategy to model how
context clues provide context and give
meaning to the vocabulary words.
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 This
strategy, taken from an SAT Prep
resource, is an excellent way to help
students to visualize new words. It includes
the following elements:
 vocabulary term
 phonetic spelling
 brief description
 linking word
 cartoon
 sentence that uses the vocabulary term
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 ANTI-FEDERAL-IST
 Anti
Against
 Federal  government related
 IST--> Person
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A
wordsplash is a collection of key words or
concepts chosen from a passage or chapter
that students are about to read. This
strategy gives students a chance to relate
the new words or concepts to the main topic
of the reading.
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 Use
role plays to make abstract concepts
concrete
 Create analogies to help students link the
unfamiliar with the familiar
 Pre-teach reading assignments to help
struggling readers
 Use graphic organizers and representation
to assist in understanding
 Create opportunities for jigsaw learning to
provide reading and study support
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 In
pairs, place the quote in the appropriate
section of your poster paper. Highlight any
terms/clues that led you to your decision.
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Which
of these strategies have you
already incorporated into your
lessons?
Which
strategy are you looking
forward to using in your classroom?
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 http://www.studyblue.com

StudyBlue is an online studying platform for high
school and college students. The websiteallows
users to upload class study materials, create
electronic flashcards to study and share with
others, practice quizzes, and more. StudyBlue
allows students to store their notes in the cloud
and connect with other students studying the
same subjects
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http://www.flocabulary.com
 Flocabulary is an online library of
educational hip-hop songs and videos for
grades K-12. Over 20,000 schools use
Flocabulary to engage and inspire students.
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 https://getkahoot.com/
A game based classroom response system.
Students
spending their
lunch periods
“playing”
kahoot.
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A model lesson on Abraham Lincoln begins with framing the
research question, “Was Lincoln a Racist?” The teacher may use the
following primary source excerpt of Douglas’ speech in the first debate
between Lincoln and Douglas at Ottawa, Illinois on August 21, 1858 as one
source for students to analyze differing perspectives. To help students fully
comprehend the passage, vocabulary instruction is necessary.
If you desire Negro citizenship, if you desire to allow them to come
into the State and settle with the White man, if you desire them to vote on
an equality with yourselves, and to make them eligible to office, to serve on
juries, and to judge your rights, then support Mr. Lincoln and the Black
Republican party, who are in favor of the citizenship of the Negro. For one,
I am opposed to Negro citizenship in any and every form. I believe this
government was made . . . by White men, for the benefit of White men and
their posterity forever. . .Mr. Lincoln believes that the Negro was born his
equal and yours, and that he was endowed with equality by the Almighty,
and that no human law can deprive him of these rights.
Stephen A. Douglas, argument in the first Lincoln-Douglas debate at Ottawa, Illinois, August 21, 1858.
http://lincoln.lib.niu.edu/cgi-bin/philologic/getobject.pl?c.2221:1.lincoln (Stanford History Education Group, 2009)
IN THE SELECTED EXCERPT, WHAT VOCABULARY
WORDS MAY NEED PRE-TEACHING?
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Simulated Hearings and Mock Trials
`
Simulated hearings and mock trials offer students an opportunity to
show what they know through prepared presentation as well as the followup questioning and persuasive discourse to strengthen the notion that
applied knowledge will sharpen the skills of writing, reading, speaking and
listening. Most often, students are working on these projects in
collaborative groups and they are going outside of the school milieu to gain
insights and knowledge of the justice system, local government, governing
agencies, and community. This type of activity has been shown to engage
students with active learning and reinforces participatory skills,
collaborative skills, critical thinking, creative thinking, and development of
anticipatory response to the audience and the question.
Economic Simulations
In economic simulations and activities, students learn about the
“how-to” of microeconomics, monetary policy, the stock market, supply
and demand, international trade, and the world of finance. Students
experience the “opportunity cost” of decisions and trade-offs. Students that
have the opportunity to discuss the real-world implications of the economic
simulation will better understand the complexity of political, environmental,
social, and current events issues. Simulations require students to use all of
the critical thinking skills, organization of information, and collaborative
skills that mirror real-world decision-making, public policy, and
contemporary social issues.
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Informed Classroom Discussion
Classroom discussion that is structured to explore issues and confront
misconceptions and bias can be one of the most effective teaching strategies in
promoting reasoned thinking and decision-making skills. Listening and speaking skills
are reinforced as well as civil discourse, learning to disagree with respect, and
recognizing that multiple perspectives are part of our democratic foundation of
diversity and respect for the individual. Effective strategies include appropriate
preparation for students with factual information, differing viewpoints, understanding
bias, determination of purpose, and evaluating sources of information. Expository
reading, note-taking, civil discourse, questioning strategies, and supporting evidence
are skills that are reinforced in classes that practice informed group discussion.

Environmental Education Initiative
This curriculum is available at no cost through the California Department of
Education. The curriculum provides modules that connect history-social studies,
science, and environmental studies in lessons for grades K-12. The curriculum
reinforces the integration of disciplines and encourages the students to understand the
inter-connectedness of variables in learning about the environment, geography,
community, and issues of public concern.
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Interactive Mapping and Historical Resources
Numerous websites, including the teacher tools on the National
Geographic Society website, have maps and activities for instruction with
interactive white boards, on computers, and as demonstrations. Many
websites host a plethora of primary source documents, teacher tools,
writing prompts, and lesson activities in all ranges of history/social studies
literacy.
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Debate
Student debate is an exceptional way for authentic assessment of
student knowledge and applied thinking skills. As students develop a forand against-position, they are using skills of reading, writing, research,
listening, speaking, and higher-order thinking. The formal structure of
opening statement, rebuttal, position, and closing argument mirrors legal
formats and provides an opportunity to present knowledge in a civil
discourse model.
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
Service Learning
The California Department of Education defines service-learning as an
“instructional strategy whereby students learn academic content standards by
participating in organized service that addresses community needs and fosters civic
responsibility.” Students learn through active participation in projects that meet the
needs of a community issue identified by youth and driven by youth voice. It meets a
real community need and is often coordinated with community organizations and
partners. Service learning fosters civic responsibility, civic understandings, and civic
engagement. It is integrated into and enhances the curriculum of the students and
incorporates all of the literacy skills as outlined in the Common Core State Standards.
Curricula such as Project Citizen (Center for Civic Education) and the Civic Action
Project (Constitutional Rights Foundation) are service learning projects that feature
public policy development, active involvement, public presentation, and group projects.

Problem-Based Inquiry and Project-Based Learning
An effective hook for student engagement and high student involvement in the
learning process is to pose a problem to students and allow the natural curiosity and
student interest to take initiative in developing a project based on research, inquiry,
creative problem solving, and presentation. Project curricula is available from
institutions such as the Buck Institute for Problem-Based Learning, the Choices
Project from Brown University, and other non-profit learning organizations.
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
Document-Based Questions (DBQs)
The DBQ Project is a well-developed product that
provides students in-depth interaction with primary and
secondary source historical documents about United States
and world history events. DBQ tasks/activities support the
English language arts standards through the study and
analysis of primary source and secondary source historical
documents, critical thinking skills, discussion activities,
group work, and writing. The materials provide a step-bystep process for students to develop the thinking process as
they organize the structure of their essays and build their
arguments. Students use the material within those
documents to support their own thesis in answer to a
meaningful focus question, as they develop a persuasive or
point-of-view essay.
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3
Things that you learned or have a
fresh perspective on:
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Ideas you will share with someone
who is not here today:
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Action you will take when you
return to your school: