THE SOCIAL STUDIES CLASSROOM
&
CURRICULUM SUPPORT
0BJECTIVES AND AGENDA
The Effective
Social Studies
Classroom
Curriculum
Support
•Basics of creating a
positive learning
community in your
classroom
•Understanding the Essential
Standards
•CMS Curriculum Support
INTRODUCTIONS
Brian Bongiovanni
Lateral Entry
Title One Charter/Alternative School
Licensed through UNCC
Jay M. Robinson (always in the top 3 in the state)
National Board Certified
Currently enrolled in Masters of Educational
Leadership program.
WHAT ABOUT YOU?
What is your name, school, grade
and subject, and the best memory
you have relating to education.
WHICH ROOM WOULD YOU WANT TO LEARN IN?
SUGGESTIONS
•
Have a teachers corner or a place
for personal things. You might be
surprised how they help build
relationships with your students
•
Try to incorporate contemporary
decorations with historical to make
the room relatable.
•
Incorporate learning into your
décor so students are learning as
they are looking around.
CLASSROOM MANAGEMENT VS.
DISCIPLINE
Management
Discipline
 Students
 Students
 Students
 Students
 Students
 Teacher
understand and
follow clearly set
expectations
feel they have had
input into the classroom
structure
are capable of
monitoring themselves with
little redirection
are engaged in
learning only to avoid
punishment
do not feel
invested in a structure where
they do not have a voice
spends valuable
time completing write-ups
and relationships with
students deteriorate
SUGGESTIONS
•
Set clear expectations for
behavior and procedures for
learning activities
•
Practice, practice, practice
expectations and
procedures(don’t assume they
know)
•
Practice some more
•
Praise positive behavior
•
Make directions clear and
observable
•
Make lessons engaging and
interactive
EXPECTATIONS FOR GIVING
INSTRUCTIONS
SLANT
•
Sit up
•
Listen
•
Ask
•
Nod
•
Track
Creates clear, observable behaviors for students and actively
engages them in listening
SETTING (OR RESETTING) GETTING INTO
GROUPS EXPECTATIONS
•
Giving clear expectations
•
Predetermine how you will create your groups
•
Students should not move until all expectations have been
given
•
All materials should be set out to immediately begin work.
•
“Tear it up” activity
ENGAGING
LESSONS ARE THE
BEST WAY TO
AVOID BEHAVIOR
PROBLEMS AND
INCREASE
INTRINSIC
MOTIVATION TO
LEARN
https://www.teachingchannel.or
g/videos/teaching-economicsystems
As you watch, think about this
teacher is doing right. Think beyond
just his instruction in class.
•
Students like to be ‘in charge’ of their learning, so any activity
that gives them control within a structured environment can
be successful
•
•
•
•
•
•
Think-pair-share
Jigsaw
Discussion
Debate
Socratic seminars
Artistic presentations/projects
•
Key: Clear expectations, parameters, and time limit
•
Key: Teacher must continue to circulate offering support,
guidance, and feedback
•
NC Civic Education Consortium
http://humanities.unc.edu/civics/
RESOURCE
10 MINUTE BREAK
OLD vs. NEW…
OBJECTIVES
ESSENTIAL STANDARDS
1.05 Describe the factors
that led to the founding
and settlement of the
American colonies
including religious
persecution, economic
opportunity, adventure,
and forced migration.
8.G.1 Understand the
geographic factors that
influenced North Carolina
and the United States.
8.C.1 Understand how
different cultures influenced
North Carolina and the
United States.
Drilling down: Understand vs. Be able to do
CLARIFYING OBJECTIVES
ESSENTIAL STANDARDS
8.H.1 Apply historical thinking to
understand the creation and
development of North Carolina and the
United States.
•
8.H.1.3 Use primary and secondary
sources to interpret various
historical perspectives.
8.G.1 Understand the geographic factors
that influenced North Carolina and the
United States.
•
8.G.1.1 Explain how location and
place have presented opportunities
and challenges for the movement of
people, goods, and ideas in North
Carolina and the United States.
8.C.1 Understand how different cultures • 8.C.1.2 Summarize the origin of
beliefs, practices, and traditions that
influenced North Carolina and the
represent various groups within
United States.
North Carolina and the United States
Elementary School
Middle School Wiki
http://middleschoolsocialstudies.cm
swiki.wikispaces.net/8th+Grade+Soc
ial+Studies
CURRICULUM
SUPPORT
High School
http://highschoolsocialstudies.cmswi
ki.wikispaces.net/home
BACKWARDS DESIGN
•
http://www.youtube.com/watch?v=4isSHf3SBuQ
Begin with the end in mind!!! What do you want students to
know?
Decide in advance what you want the students to know.
With this target it is easier to deliberately and intentionally plan
resources and activities.
This also makes planning time more efficient and reduces
tangents that might eat up valuable instructional time.
•
Ask your self, “Are you teaching critical thinking skills?”
CIVIL WAR AND RECONSTRUCTION
First look at or decide on the conceptual lens.
For me in this unit it will be Freedom and National Identity. These
came from the district unit guide. Don’t be afraid to use the
resources already in place.
CIVIL WAR AND RECONSTRUCTION
Need for
slavery?(Freedom)
Civil War (National
Identity)
Reconstruction
(National Identity)
Newly freed AfricanAmericans(freedom)
CIVIL WAR AND RECONSTRUCTION
Now that you have deliberately planned the core content you
need to teach(you are the professional), and eliminated the
tangents(which may be important, but we had to choose) you
can direct your entire instructional time to addressing the content
surrounding the concepts in less time.
Now align your lesson(questions) to the common core.
Why was the south so opposed to freeing the slaves? Plantation
economy vs. industry.
8.H.2.1 – Explain the impact of economic, political, social, and
military conflicts on the development of the United States.
CIVIL WAR AND RECONSTRUCTION
Now create some essential questions that will lead students to the
understanding you plan for them to achieve.
Why was the south so opposed to freeing the slaves?
What reasons did the south give to justify, rightly or wrongly, the
institution of slavery?
Was the government interested in freeing slaves or keeping the
Union together?
How did slaves try to attain their own freedom?
CIVIL WAR AND RECONSTRUCTION
Now decide on some activities that you can plan to help students find the answers to your
questions. Show the students your questions. Studies show that if students know the end goal
they can more easily organize understanding for future retrieval.
Why was the south so opposed to freeing the slaves? Plantation economy vs. industry.
What reasons did the south give to justify, rightly or wrongly, the institution of slavery? Need for
plantations, loss of investment, like not working
Was the government interested in freeing slaves or keeping the Union together? Different
perspective, Lincoln – Douglas Debates
How did slaves try to attain their own freedom? Nat Turners Revolt
Choose activities based on your knowledge and passion correlated to your children's needs
and wants. Differentiation is surefire engagement
AH, YES…NOW ITS YOUR TURN.
LETS BREAK INTO GROUPS AND CREATE A BASIC UNIT OUTLINE ON THE SAME TOPIC.
ANY REVOLUTION IN HISTORY
Remember
 Choose
 Align
your specific topic and conceptual lens
with an essential standard
 Create
or use essential questions so you know the end result
before your start
 Choose
activities and learning experiences you are engaged
in and your children will be engaged in.
 Align
those activities with Clarifying Objectives.
 Assess
understanding of the essential questions.
THANK YOU
Brian1.bongiovanni@cms.k12.nc.us
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