JOANNIE HUDON
PERSONAL
REFLECTIVEJOURNAL
EDUC 5163 Elementary Social Studies
Presented to Dr. Murray
TABLE OF
CONTENTS
JOURNAL
Section 1
Methods/Structures
Section 2
Strategies/Techniques
Section 3
Reflection
JOANNIE HUDON
Introduction
1
METHODS/STRUCTURES
A method is a way of doing something, a way you approach students or organize them for learning.
Methods/Structures: Round Table
Basic Function


Express ideas and opinions. Creating a cooperative project.
Facilitate equal participation. Get acquainted with teammates. Brainstorming
Steps
Put students in groups (usually around 4).
Each student in turn writes something or adds ideas to a paper and pencil passed around the group.
The sharing circles around the group one after the other. There usually is very little talking during this
activity. Take about 15-20 seconds per student.
Example of Class Activity

Uncommon Commonalities
Ways you could use this in social studies


Find out what students know about the War of 1812 by passing around a sheet of paper and
getting them to put responses.
Use to review material.
References
Keys to Teaching Success at http://keystoteachingsuccess.blogspot.ca/2009/02/roundtable-androundrobin-both.html
Round Table/Round Robin
http://www.scribd.com/doc/7220236/Teaching-Strategies
2
3
Methods/Structure: Number cards
Basic function
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A way to divide the class without worrying about anyone being left out.
Put number on a card and distribute it to the classmate.
Could be use as well with color cards, animals cards, etc…
Steps
1.
2.
3.
Give every student a card with a number on it.
Tell students where each number will be in the class.
Ask students to join others with the same card number
Example of Class Activity

Brainstorming
Ways you could use this in social studies
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To talk about a subject such as geography
Discuss what they have been learning the past year
To get them in a team if you do not want them to work with their friends
References
http://historytech.wordpress.com/2009/02/27/tip-of-the-week-visual-discrepant-event-inquiry/
4
Methods/Structure: Numbered heads
Basic function
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A way to divide the classroom without worrying about anyone being left out.
Every student says a number and they have to remember it
Depending on how many teams you want (example if you want 4 teams; you will ask students to
count till 4 and to start over after every 4 or if you want 6 teams; it will be to 6, etc…)
Steps
1.
2.
3.
4.
5.
Tell students you are going to divide them into teams of (number of team that you want)
They have to each say a number
Students have to say a number
Show a table where students are going to be
Ask students to regroup with their same number
Example of activity

One stay, two stray
Ways you could use this in social studies



Students learn about the landmark in the world
Students learn about geography
History such as learning about character from the past by example Alexander Bell, Queen
Elizabeth, Hitler, etc…
References
http://historytech.wordpress.com/2009/02/27/tip-of-the-week-visual-discrepant-event-inquiry/
5
Methods/Structure: Continuum lines
Basic function


Put students in line from something that everyone in the class has such as height,
weight, shoes size, who lives the closest of the school, etc…
A way to divide the classroom without worrying about anyone being left out.
Steps
1.
2.
3.
4.
Tell students they have to get in line in other of height from the smallest to the
biggest (or anything else)
Students by their own they get in line
Teacher looks to see if students are in line appropriately
From the beginning to the end, the teacher pairs them up; so, they can answer
questions to each other and learn from one and another
Example of activity

Paired questions
Ways you could use this in social studies


Ask question to students about social studies such as where would they like to move?
What is there favorite aspect of social studies?
References
http://historytech.wordpress.com/2009/02/27/tip-of-the-week-visual-discrepant-event-inquiry/
6
Methods/Structure: Jigsaw /Jigsaw II
Basic Function
The Jigsaw method is a grouping method designed to have students become the experts on a
certain topic and then peer teach that topic to other members of the class. The jigsaw II has the same
purpose but also demands a group and individual accountability for teaching and learning.
Steps
Jigsaw:
Students work in groups and each member of the group is provided with information that is
different from all of they other members. The students will then reorganize into “expert” groups with
students that have the same information as they do; they discuss and learn about their subject area
until they feel confident they understand their part. The “expert” groups then reform with their “home”
groups in order to share and teach the other students about the information they have learned
Jigsaw II:
Jigsaw II follows the same steps as the original Jigsaw except that after the peer teaching groups the
activity becomes focused on team success because the teacher can create an assessment or
competition. Team scores can be created based on knowledge of the subject matter of each member of
the group. Each student will have to take part and be accountable.
Ways to use this in Social Studies
It would be easy to use the Jigsaw II method in social studies for many different topics or units
of study. One example would be during a unit on ancient civilizations studying the medieval time period.
Each of the “expert” groups could study a different class of people (i.e. peasants, nobles, etc.). They
would then come back to their home groups so that all students would learn about each part of the
feudal system. You could even go one step further and have the group use the information they gather
from each other to create a group diagram of the hierarchy and main points. You could do this same
activity with many different aspects of an ancient society. Perhaps you want students to learn about
landscape, geography, legal systems, democracy ands trades of ancient Greece. The Jigsaw strategy
caters to any subject that can be divided into concrete categories like this.
References
Mattingly, R. M., & Vansickle, R. L. (1991). Cooperative learning and achievement in social studies:
Jigsaw ii in. Social education, 55(6), 392-385
http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/
7
STRATEGIES/TECHNIQUES
Strategies usually require action by students. You are asking students to do something.
Strategies/Techniques: Sponge Activities
Basic Function
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An extra activity usually used for those students who finish the main task early.
An enrichment activity that is not essential but definitely enjoyable.
Sometimes they can be used as “time fillers”
Example of Activity
Have an exit slip ready for the end of class with a question or get students to ask a question.


What questions do you currently have about _________?
Write 3 sentences describing what you learned about _______ this week.
References
Time Filler Ideas: Timesaving "Sponges" for Substitute Teachers and Homeschoolers at
http://voices.yahoo.com/time-filler-ideas-timesaving-sponges-substitute-291726.html?cat=25
Sponge and Transition Activities
http://tips.atozteacherstuff.com/407/sponge-and-transition-activities/
8
Strategies/Techniques: Scavenger
Basic Function
This activity is helpful to introduce every member of the class to the others. It is an activity
where students have to search for their classmates to get acquainted and involved. This activity gives
the opportunity for students to get to know each other and to talk to each other. It is important to make
sure that students fill out the sheet and put the name of the other students in only one spot. The sheet
should have approximately 25-30 questions.
*Very quick
*Challenging
*Students learn about each other
Example of activity
For each of the categories below, find a person in the group who fits the description. Make sure to
introduce yourself before asking the question to a person you do not know. Write the person's name
down next to the item that fits them. You can only use each person once. The individual who gets the
most matches wins.
1.
2.
3.
4.
5.
Was born in march:
Drives a Hyundai accent:
Favorite color is red:
Love pizza:
Etc…
References
Secondary Education:
http://712educators.about.com/od/icebreakers/a/scavengerhunt.htm
Questionnaire scavenger already made up
http://712educators.about.com/od/icebreakers/a/scavengerhunt.htm
9
Strategies/Techniques: Paired questions
Basic function
This activity is interesting to make sure that students try to know each other. The teacher asks
to students some questions and students have to answer it with the first answer that comes to mind. It
is also possible for the teacher to ask some questions about social studies such as what is your favorite
country? What do you know about social studies? What are social studies to you?
*Good icebreaker to encourage students to get to know each other
*Fun activity
*Learn about each other
*Do not have the choice to answer the question
Example of activity
After students have been divided by the continuing lines, it is easy to pair up students and have
them get to know someone new. They share with someone that they are not usually with. The teacher
asks students questions about many subjects such as what is your favorite color? What do you know
about social studies? If one day you could be an animal, what kind of animal would you be? Etc…
References
http://keystoteachingsuccess.blogspot.ca/2009/07/sharing-pairs.html
10
Strategies/Techniques: Top 10 commonalities
Basic function
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Students are divided by the numbered head method(or any ways possible to devise the class)
Students are with new people
They are not allowed to talk
They have to write down ten things that they have in common with their group
One member writes down a thing that he think that their group members have in common with
each other
The other members have to pass the sheet around and to check the sentence
All the members of the team have to check the sentence to make sure they have the same
commonalities
After all, students can make a poster about their commonalities which represent them
*It is a good icebreaker; it is easy and interesting to find out what students have in common
*Students learn they are able to use other ability than to talk
Example of activity
Students have to write down ten things that all the members of the team have in common such
as hair color, what they like, female/male, etc…
References
http://www.mindtools.com/pages/article/newLDR_76.htm
11
Strategies/Techniques: Entrance slip
Basic function


The teacher gives students two or three questions at the beginning of the class.
It is a pre-assessment to determine where students are.
*Good activity to introduce students to a new lesson
*The teacher can assess what students know
Example of activity
First day of class, the teacher could ask students:
 What did you learn about social studies last year?
To do a link between two classes:
 What did you remember about last class?
References
https://inclusiveed.wikispaces.com/file/view/Entrance+and+Exit+Slips.pdf
12
Strategies/Techniques: Brainstorming
Basic function


A group or individual creative technique to find a conclusion for a specific problem by gathering
a list of ideas spontaneously contributed by its member(s).
Develop creative idea to solve a problem
*It is a good activity to determine what students know about a subject or not
*It is a good way to make students to work and define a word
*It is a good way to introduce a subject
Example of activity



Students have to give a definition about landmarks
Students have to give a definition about geography
Students have to give a definition about biology
*It could be helpful for every activity because students have to participate
References
http://www.nwlink.com/~donclark/perform/brainstorm.html
http://www.mindtools.com/brainstm.html
13
Strategies/Techniques: KWL
Basic function
K = what do you know? / What do you see?
W = what do you want to know? / What do you assume?
L = what did you learn?
Before you begin your research, list details in the first two columns. Fill in the last column after
completing your research.
*Good way to introduce students to new materials
*Teacher know what students know about a subject and what they need to know
*Students learn their own
Example of activity


Show a picture to students and ask them what they know about the subject and what question
they have about the picture.
The picture has been seen was a picture of a Cuban wedding.
What do you know? = what do you see?
 Bride trying to get out of the car
 Husband out of the car
 Sunny
 Nice cloud
What do you want to know?
 Is a white dress for wedding?
 What are the people around them doing?
 What are they doing (the groom)?

After, students have filled out the first two column, students have to fill out the last column with what
they learned about the subject.
What did you learn?
 It is in Cuba
 Massive ceremony
 Many grooms and brides
 Their dress is given, they can’t pick it
 The car is old
 Cubans get married very young
References
www.eduplace.com/graphicorganizer/pdf/kwl.pdf
http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html
14
Strategies/Techniques: Discrepant event
Description

A discrepant event presents students with a puzzle, or event, or story at the beginning of a
class. Students ask questions\, pose hypothesis, analyze and synthesize information and draw
conclusions.
*Fun activity
*Get the attention of students
*Students learn about a subject they never hear before
Purpose
To engage students in a new area of study, to help them develop hypothesis based on information, to
solve a puzzle, to develop higher-order thinking.
Application
Usually it is used to introduce a new topic of study and to engage students with the material.
Procedures
1)
Teacher generates a story or puzzle. Certain parts are omitted that creates mystery. Once
created the teacher presents the story to the class. Usually the teacher asks a guiding question
Example
In 1837, a young boy named John lived on a farm in a beautiful mountainous, wooded area in eastern
Tennessee. His family planted corn and raised animals for meat, milk and eggs. His father participated
in the legislative branch of government. His mother taught English in a local school. He had four
brothers and three sisters. The family appeared happy and prosperous.
In 1839, the family moved to a treeless, dry, flat prairie, where it was barley able to raise enough food
to survive, Two of John’s brothers and one of his sisters died. Unable to make a living farming, his
father became a member of the legislature. His mother helped publish the local newspaper; John and
his family missed their beautiful home in the mountains.
Question
Why did John and his family leave their beautiful home in Tennessee and take such a hard journey to
settle in a hot barren land?
2)
Students Question the Teacher: Students make note of the facts and then they collect data by
asking the teacher questions. The questions must be structured so they can be answered by a “yes” or
“no”. Make clear that the questions should be structured so as to infer information and not as a
guessing game. Getting to the “right” answer is not the specific goal.
3)
Organize and Review Information: Pause and let students organize information they already
know or have “discovered”. Process the ideas in a pair or small group.
15
4)
Formulate a Response: At some point students will arrive at their best answer. Have students
state their response along with the rationale for how they arrived at this decision.
Other examples
In 1000 CE, the Netherlands, located in the northern Europe, had 8 389 square miles of land. The
people of the Netherlands farmed 5 866 square miles. Today the Netherlands has 13 967 square miles
of land, and they now farm 9 7776 square miles. The national boundaries of the Netherlands are the
same as in 1000.
Question
How is it possible that the people of the Netherlands expanded land base without changing their border.
Reference
Yell, Michael M., Shceurman, Geoffrey, & Reynolds, Keith. (2004). A link to the past: Engaging
students in the study of history. National Council for the Social Studies, Maryland.
16
Strategies/Techniques: Hot seat – 20 questions
Basic function



One person has to come up with a word that nobody has heard before
The others have to ask yes/no questions to find out the meaning of the word
With less than 20 questions
*Develop students the ability to do good research and to find information that others could not find
Example of activity




In elementary social studies, which is at a young level, I would use this interactive game by
asking students to do a research about a historical character such Jacques Cartier, Hitler,
Queen Elizabeth, etc…
Students would have to ask questions to find out the answer
I could also use the hot seat to introduce the meaning of a new word to students that I knew
they had never heard before
It is a good way to make students use their strategies and their minds to find out the meaning of
a word
References
http://dramaresource.com/strategies/hot-seating
17
Strategies/Techniques: T-Chart
Basic function
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

Organizational tool
Place information into two separate columns
The purpose is to compare various ideas
At the end, make better decisions
Similarities or differences between a subject
*Students get an overall idea very quick
*Teacher can notice very quick what students need to know and what they already know about a topic
Example of activity




I would use it in social studies by comparing the story of Canada VS the story of USA
History (then and now)
In geography to compare two countries
Political
References
http://www.utextension.utk.edu/4h/inservice/2008/belew/T-Chart.pdf
http://www.thefreedictionary.com/chart
http://www.saisd.net/admin/curric/sstudies/gopdf/howto_comparecontrast.pdf
Sample of T-chart
http://www.adprima.com/social7sample.htm
18
Strategies/Techniques: One stay, two stray
Basic function
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Good technique with a large class to introduce a subject
Make groups of three people
The groups read a page about a subject that the teacher gives them
One student is designated as a teacher which means he has to stay at the table and take notes
The two other students have to move around and teach the others about the subject that they
read about
It is important to have a time limit
Students have to move around after a certain amount of time
*Good to have group students pick which one they are more comfortable to do (writing or teaching)
*Students get challenged by the time
*Students learn to teach one and the other
*Students learn to summarize at the shortest
*Emphasize the real point of the subject
Example of activity




I would use this activity to introduce the landmarks around the Earth
To introduce the planets
History
Geography
References
http://books.google.ca/books?id=eZGJnF9HSusC&pg=PA63&lpg=PA63&dq=strategies+one+stay,+two
+stray&source=bl&ots=jLrx96v_Q2&sig=JVWgMcD9klA54bGPh3vBii3EUe0&hl=en&sa=X&ei=w9H6U
MG6Iae32wWjp4CoAw&ved=0CEIQ6AEwAw#v=onepage&q=strategies%20one%20stay%2C%20two
%20stray&f=false (page 63)
19
Strategies/Techniques: Cluster Web
Basic function


Type of brainstorming where you brainstorm in group what students remember about a subject
A graphic where there is a word in the center and there is many branch related to this word
*Good activity for students to work in team
*Good for students who have a hard time to write or to read someone else can do it
*Could be drawing if it is impossible to write
Example of activities

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
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

Could be used to ask students what they know about a subject such as geography
Biology
History
Science
Political
Psychology
References
http://www.inspiration.com/visual-learning/mind-mapping
http://www.google.ca/imgres?imgurl=http://twowritingteachers.files.wordpress.com/2008/11/ceramicspersonal-word-web-vocabstrategy.jpg&imgrefurl=http://twowritingteachers.wordpress.com/2008/11/23/online-brainstormingtool/&h=773&w=1355&sz=84&tbnid=NpEwEAFHRvgBM:&tbnh=66&tbnw=115&zoom=1&usg=__iNYtk_ULeB8qhqEatvTG1ZxLPJM=&docid
=VpeMIT_96RINWM&sa=X&ei=KPD9UNS2GaW90QHGr4CQAg&ved=0CFcQ9QEwBA&dur=374
20
Strategies/Techniques: Focus activity
Basic Function






Getting attention of students
Introduce document analysis
Regular activity at the beginning of each class
Students will understand the point and the purpose of the class
Begin a discussion
Gives the opportunity to the teacher to keep control on the classroom
*Avoid stress for the students
*They know what it is going to happen during the class
*This activity could be perfect for a class or students who are stressed that they do not know what it is
going to happen during the class time
*Develop students’ ability to organize as well
Examples of activities


As soon as students walk into the room hand them a document; for example, at the door or
leave it on their desk
Students have to read it and begin a discussion with the teacher
Ways you could use this in social studies


History (reading about a character from the past), students would be devised into group and
each group would have an aspect of the character to answer.
Geography (about a country): Students would have to do a reading about a country and every
student would have to focus on different aspect of the country some would have the food, the
habit, the transportation, etc… Every student would be devise into group with a subject.
References
http://publications.socialstudies.org/se/6707/6707414.pdf
21
Strategies/Techniques: Visualization Exercise
Basic Function


Gives students the opportunity to visualize information about a subject
Visualize is to form a mental image
*Students will develop creativity and imagination
Examples of activities




Post photographs
Maps
Other visual materials
Change these images as the units change
Ways you could use this in social studies



In history, students would get the class decorated from the timeline that we are studying such as
when Canada get discovered with Indians
Teacher would ask students to visualize how these people were leaving
Students would have discussion with the class
References
http://publications.socialstudies.org/yl/1801/180107.pdf
http://publications.socialstudies.org/se/6607/6607390.pdf
References to help students to develop their skill to visualize
http://www.key-hypnosis.com/Self-Help/Visualization-Techniques/LV6-Guided-VisualisationExercises.php
22
Strategies/Techniques: Y Strategy
Basic Function
This strategy works well within the classroom because it gives students a chance to think about
problems or occurrences within their learning before a class discussion. The purpose of the Y strategy
is to identify a perceived problem within the curriculum (a piece of literature, a historical fact, etc.) and
be able to think and list the potential causes, choices or outcomes.
Steps
For example: students read a story or learn a historical fact. Following the learning, students
should be able to identify one perceived problem, three causes and three consequences. Students
briefly describe problems and write it under both Y’s. They then write three causes and then three
consequences on the stems and branches of each Y. This strategy allows students to organize their
thoughts mindfully without the influence of other classmates’ or the teachers’ thinking involved. Once
each student has created the Y strategy, a class discussion can take place where students can share
their ideas.
Example
This could be very useful within the Social Studies classroom because it can help students wrap
their head around historical facts. For example: when introducing a topic such as World War II, students
can write the initial problem (World War) on the bottom of the Y’s and come up with three causes of the
war and three consequences that the war had. This way the teacher gets students thinking and each
student will have something to contribute to the class discussion. The Y strategy could also be adapted
and changed to fit the teachers’ needs. It is a great thinking and planning organizer for students.
Reference
http://publications.socialstudies.org/yl/1603/160317.pdf
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Strategies/Techniques: Quote without Commentary
Basic Function
Quote Without Commentary ensures that there is clear communication and provokes critical
thinking within larger group discussions. This strategy is useful when focusing on identifying issues,
problems or individual concern with classroom content.
Steps
Quote Without Commentary is set up in the following way: Begin by having students sit in an
open circle. This shows that all participants will have voice, vote, and value. Everyone can be seen,
heard, and understood. Before hearing the entire story or learning about a concept, students should
listen to a brief description of a conflict, and then write down a few thoughts and feelings posed by the
situation. After hearing the story or learning the concept, each student is given five to ten minutes to
write a brief statement about it, focusing on one of the characters (the people), the plot (what
happened), or a moral dilemma (cause/consequence) that is posed in the book or by the concept.
Beginning at any spot around the circle, one student reads his or her statement. No one is allowed to
question, interrupt, or respond to any other student’s statement. All members of the group share their
quotes without commentaries, continuing around the circle until everyone has spoken. Group members
are encouraged to write additional comments after each person has shared. The teacher facilitates a
group discussion by starting a second round following the same format. Any student who chooses to
speak may do so, again by speaking one at a time in the order students are seated in the circle;
however, all students are not required to speak. A student may react to a prior statement, provide
continued support of a previous position, or introduce a new comment. The paths around the circle
continue until no one has anything new to add. The class may create a list of comments for group
members to consider or actions they need to take. This list can be prioritized or assigned to individuals
or groups to investigate.
Example
Quote Without Commentary strategy offers a respectful approach to situational learning. It
removes peer pressure and the need to conform while offering the chance to hear from everyone, to
share various perspectives, and the opportunity to change student thinking. It could be beneficial in a
Social Studies classroom because sometimes students are uncomfortable with talking about certain
historical events or sharing their opinions. Quote Without Commentary gives all students equal
opportunity to think and share without the pressure of someone commenting on his or her opinion. It
also challenges students to think in different ways, which is beneficial in the any classroom.
Reference
http://publications.socialstudies.org/yl/1603/160317.pdf
24
Strategies/Techniques: Say It Again
Basic Function




In this strategy, students adopt the identity of a person from history or character from a book
and role-play a scenario.
Variations of role-playing include individuals (or small groups of students) learning about a
historical person (or event) and then “freezing” in the form of a statue . “Talking statues” is an
activity in which visiting students, maybe from a younger grade, interview the “statues” to learn
about a time and event.
Asking students to summarize a multifaceted event by creating the costume and dialog for one
or more statues encourages students to make use of Bloom’s higher order thinking skills.
The activity also provides the teacher with an opportunity to see what the students understand
to be the most essential elements of a historical event.
Application


This strategy can be easily adopted into New Brunswick Social Studies curriculum because
students are adopting an identity, so in grade 4 it could be an identity of an explorer.
Also it could be used in grade five fur trade and fisheries unit, where students have to adopt one
of the identities and formulate a role play about what life was like in that time.
Reference
“Strategies for Teaching Mental Flexibility” by Carol P. NcNulty, MaryAnn Davies, and Mary Maddoux.
Social Studies and the Young Learner, 23(2), pp. 21-24.
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Strategy/ Technique: Shift It
Basic Function
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



The strategy “Shift it” examines situations from different perspectives
This can be done by changing the objects and characters in a story, choosing different time
periods or cultures, and using different senses (such as hearing, sight, and smell)
In groups, students use cards to change perspectives
The cards are as follows setting/person, time (change the time period) and Culture
Each culture is represented by its own worldview and belief system
Application


This strategy may be applied to teaching social studies in New Brunswick because in Grade 4,
part of the curriculum is Exploration
Students could be given an explored and have to look at the reason for their exploration through
the different perspectives
Reference
“Strategies for Teaching Mental Flexibility” by Carol P. NcNulty, MaryAnn Davies, and Mary Maddoux.
Social Studies and the Young Learner, 23(2), pp. 21-24.
26
Strategy/Technique: Pocketful of History
Who's pockets are you looking into?
Basic Function


A Pocketful of History is a strategy that a teacher may use to help students discover the life of
another person through the use of artifacts
It combines literacy and physical objects in order to retell the story of a person’s biography
Steps
Read the story of a person’s life and present the artifacts. Have students make connections between
the artifacts and the events and characteristics of that person. Have students collect a set of artifacts of
their own to describe another person from history. Dramatic impromptus, creative writing, and
brainstorming important events can help in initiating the collection of these artifacts. Have students
present their artifacts to others. A teacher may assess students by having them place the articles
representing events on a timeline.
Application
The NB Grade 4 curriculum for Social Studies dives into the theme of exploration and an investigation
of Canada's first peoples. One could create a Pocketful of History Lesson on the explorer, Samuel de
Champlain. Dressing up with an old coat and a raccoon hat, students could take turns reaching into the
pockets. What they might find, as an example, could be charcoal and paper. Samuel was a mapmaker
and recorded, by drawing, the land that he saw when exploring the Maritime Coast.
Reference
Field, Sharon L. & Labbo, Linda D. (1994) A Pocketful of History. Social Studies and the Young
Learner. pp. 4-7
27
Strategy/Technique: Gallery Walk
Basic Function
To have students elaborate on a text by walking around the classroom to view different
questions and/or themes. Students answer various questions on chart paper and justify their answers
afterwards in a class discussion. This strategy can be used in unison with a children’s story that
illustrates the topic of a lesson.
Steps
Read a children’s book that deals with the theme or topic of the lesson. Have five to six different
pieces of chart paper labeled with a question or theme about the story just read hung in various
locations around the classroom. Divided student into five to six groups depending upon the number of
chart paper questions/ themes there are. Students will each go to a piece of paper and with the
provided marker, they will write the answer to the questions or brainstorm a variety of words that fit with
the theme mentioned. Students rotate from one chart paper to the next until everyone has responded to
each question. Students justify their responses through class discussion at the end of the lesson and as
directed by the teacher.
Example
In the NB, Grade 3 Social Studies curriculum, students are to learn about diverse peoples in
their province. After reading The Magic Rug of Grand Pré by Rejean Aucoin and J.C., have students
conduct a Gallery Walk around the classroom to brainstorm answers to several questions highlighting
events, conflicts and culture in Acadian history.
Reference
Libresco, Andrea S., Balantic, Jeannette & Kipling, Jonie C. (2011). Uncovering Immigrants’ Stories: It
All Begins With Picture Books. National Council for the Social Studies 23 (4), pp. P1-P4
28
Strategies/Techniques: DBQ (Document Based Question)
Basic Function


requires students to thoroughly examine and process ideas about a specific item, such as: a
poster, a document or a picture
Students will then be able to answer specific questions about the item
Example of Activity
For this activity students will be given a document, the type of document can vary. For example, a
document here could mean a picture, an actual written document, or a poster to name a few.
After students familiarize themselves with the item the teacher will hand out questions specific to the
item. For example, if the teacher gave students a current event in Social Studies the questions may be
as follows:
1. Who do you think the intended audience for this article is?
2. What are your feelings about this event?
3. Does this event remind you of something that has happened in the past?
How it could be used in Social Studies:
A DBQ could be used to compare two events in history, to show differences and similarities between
them. In addition, this strategy could also be used to compare two photos taken from two different
points of view.
References
Occupy Wall Street: Examining Current Events as They Happen
http://publications.socialstudies.org/yl/2404/24041218.pdf
Using DBQ’s to Teach History:
http://www.buzzle.com/articles/using-dbqs-to-teach-history.html
29
Strategies/Techniques: Rap Lyrics
Basic Function


An activity that integrates music into any class
Students will create a set of lyrics or song about a topic that interests them or that they are
learning about
Example of Activity
For this activity students will be given a list of directions and criteria that their lyrics must include.
There are several activities that crating lyrics can be used, here are a few:
1. Divide the class into groups of three or four. Give the class a narrative describing a historic
event. Assign each group to a part of the narrative, asking each to create a rap that includes all
the information in its part of the narrative. The groups then deliver their segments in turn to
represent the entire event.
2. Hold discussions in which answers to questions must be delivered in the form of a short rap
lyric.
3. In groups of two or three, students can study historic characters and create “rapper” names for
them. They then justify the names based on the individual’s biography.
How it could be used in Social Studies:
Students could use this activity to study a specific event or person in history and make it fun and
engaging.
References
The Bear Is Still Singing: Creating Rap Lyrics With Social Studies:
http://publications.socialstudies.org/yl/2101...
Making it Stick: Memorable Strategies to Enhance Learning:
http://www.ldonline.org/article/5602/
30
Strategies/Techniques: Collage
Basic Function
A collage is a great way to incorporate visual arts into any subject and allows students to
visually represent what they are learning in class. This is a hand on activity that can be used at any
grade level and requires students to investigate, analyze and record their data.
Steps




Investigate: students investigate their topic and discuss ideas with the teacher.
Planning and Preparation: students research their topic and look for phrases, words, pictures,
dates, painting, and magazines. After they have organized their visual information they will then
proceed to cut out relevant images.
Action: The student will then glue on their images on a piece of construction paper and create
their collage of information.
Reflection: Students can then share their collage with the rest of the class and reflect on the
information presented.
Example in Social Studies
When teaching immigration in a social studies class, ask students to investigate their own past
or the past of someone close to them. Did they have family who immigrate to Canada a long time ago?
If so where did they immigrate from and when? Students will then collecting and investigate images that
were dominate during the time their family immigrated to Canada. This could be cut outs from
magazines, images from the internet (teach approved), phrases, dates, flags etc. The images should
help tell the story. After they could present their piece to the class and since art was in cooperated in
the lesson, if it was possible maybe the students could take a trip to a local art gallery to correlate past
images to history.
References
Burstein, J., & Knotts, G. (2010). Creating connections: integrating the visual arts with social studies.
Social Studies and the Young Learner, 23(1), 20-23.
http://www.photovisi.com/
http://www.collageart.org/
31
Strategies/Techniques: Awareness Poster
Basic Function
An awareness poster will engage students to come up with strategies which will build
cooperative problem solving skills that challenge students. This can be done at any grade level or
subject and is versatile way for students to be engaged in the materials taught. As the name suggests
an Awareness poster should illustrate a problem or an issue that students can address and aware
others about. It evolves in-depth thinking and problem solving while allowing students to express what
concerns they might have of the topic.
Steps:




Investigate: Teacher and students investigate the topic which has either been developed or
assigned. Investigation typically involves some sort of research and mapping activity.
Planning and Preparation: Teacher and students plan the learning and service activities and
address the administrative issues needed for a successful project. (This will depend on the
subject or topic, but teacher and student should collaborate on how the poster will be set up).
Action: Teacher and students start preparing the poster with the information and images found
based on their topic. It should be at the hands of the student how they want to organize their
poster. This will help students develop important knowledge, and skills.
Celebration/Demonstration: In the final step, students share what they have learned, and the
issue they chose to discuss. Everyone in the class will celebrate each other’s hard work while
learning about different problems and issues.
Example in a Social Studies Class:
In a second grade class when teaching recycling, the students can investigated to what extend
does our class/ the school recycle? Students will gather trash found in their class and on the
playground and then sorted their trash in a large, open area. With help from the teachers, students
made a web, labeling the different types of trash found on the playground/ class. After, the students
constructed a vertical bar graph showing the quantity of each type of trash that was collected they
would then create an awareness poster demonstrating their findings. Furthermore, they could display
their posters in the school to help educate and encourage cooperation from their peers.
Reference:
Chessin, D., Moore, V., & Theobald, B. (2011). Exploring civic practices and service learning through
school-widerecycling. Social Studies and the Young Learner, 24(2), 23-27.
http://www.revelstokecurrent.com/2013/01/25/kids-avalanche-awareness-posters-are-heart-winningpieces-of-art/
http://bighugelabs.com/motivator.php
32
Strategies/Technologies: Multiple Perspectives
Basic Function



Helps students see different perspectives of events that have happened throughout history
To encourage critical thinking
Help to foster a non-biased learning environment
Steps
Multiple perspectives is a strategy based on the materials that the teacher supplies to the class.
The teacher is responsible for collecting and transferring information of a topic from primary sources,
secondary sources and fiction literature. This strategy does not have a set formula, but it could be done
through simple questions about how every character in a piece of history may have felt during a certain
event in time.
Example of class Activity
This could also be used in literature or language arts for students to try to see the perspective
of different characters in their story. This would be excellent practice for teachers to implement multiple
perspective teaching. An activity could include discussions and asking questions like: How do you think
the big bad wolf felt when the little pigs would not let them into their houses? This could potentially get
students thinking about how maybe the big bad wolf has feelings and needs, just like the little pigs.
Ways you could use this in social studies
This can be used to learn critically about different perspectives in history such as Christopher
Columbus’s exploration. Have students look at the Tiano men, women and children and how they
would have felt during this time rather than just looking at the goals and motives of the explorers. It is
important to always ask questions about how they would have felt and how certain events may have
affected them.
References
Suggestions of ways to use this strategy are available within the following articles:
http://publications.socialstudies.org/yl/2302/230221.pdf
http://publications.socialstudies.org/yl/1801/180115.pdf
This webpage lists many great books appropriate for teaching multiple perspectives:
http://www.goodreads.com/shelf/show/multiple-perspectives
33
Strategies/Techniques: Six Hats
Basic Function
This strategy helps with the thinking process of social studies by allowing different students to
have different roles to enhance critical thinking.
Steps
Collect 6 hats for your students to wear and rotate. The blue hat represents the process, the
white hat represents the facts, the green hat represents creativity, the yellow hat represents the
benefits, the black hat represents the cautions, and the red hat represents the feelings.
Example of class activity
You could set this up as a station during your class with prompt questions in case students get
stuck or need help.
Ways to use this in social studies
A way you could use this in social studies would be to talk about littering. Blue hat- how do we
litter?, the white hat- what do we know about littering? The red hat- how do we feel about littering? The
black hat- solutions and the green hat- creative ways to create a litter free community.
References
Check out ways to use the six hats strategy in this article: Real-World Problems: Engaging Young For
more info on the six hat strategy click here:
http://publications.socialstudies.org/yl/2404/24041215.pdf
For more info on the six hat strategy click here:
http://www.edmodo.com/link?url=http%3A%2F%2Fwww.mindtools.com%2Fpages%2Farticle%2FnewT
ED_07.htm
34
Strategies/Techniques: Mock Trial
Basic Function
Students embody a character to discover and learn the ins and outs of a court proceeding.
Students will learn new terminology and the introduced to various aspects of legal and criminal trials..
The purpose of this strategy is to force students to think critically and examine both sides of a debate
and be introduced to the concept of conflict resolution.
Steps
1. Teacher gives students information about a particular topic that is controversial. At this time
review legal terminology to ensure all vocabulary is understood by the students. Ensure that all
students understand the content of the information before taking the next step.
2. Assign students the character, person or perspective in which they will represent during the trial.
Possible characters may include:






Judge
Jury
Defendant
Prosecutor
Lawyer
Witnesses etc…
3. Depending on the grade level the teacher may want to assign all students to either be a
defendant, prosecutor or jury member.
4.
5.
6.
Students are given time to read more in-depth about the character/perspective that they are
embodying for the trial. The teacher must provide necessary resources on the topic.
All students come together and act out the trial as a class.
Mock Trials can also be done using a scripted trial in the primary years. Many mock trials
are available online and there is also one in the reference section of this section.
Example of Activity
In a grade 3 class you may divide students into defendants, prosecutors and jury members. A
good topic for a mock trial to meet the curriculum outcomes at this level would be whether Fundy
Provincial Pack should be a National Park or a Provincial Park. This topic would force both side to
discover more about how the decision is made and what the differences are between National and
Provincial Parks. While the defendants (those who believe it should be a National Park) and
prosecutors (those who believe it should be a Provincial Park) develop their cases, the jury members
would focus on gaining genera knowledge about current National/Provincial Parks and develop
questions to ask the defendants and prosecutors.
Ways you could use this in Social Studies

35
Explore political (national, provincial or school elections) campaigns to determine what each
representatives strengths and weaknesses are


Learn about a commercial or criminal trial that has had a lasting impact on society
Study critically a controversial topic
References¸
Journal, Wayne et at. (2012). Scaffolding classroom discourse in an election year: Keeping a cool
mood in a heated seat. Social Studies and the Young Learner 25 (1), 6-9.
Kids Court- Gold E. Locks Mock Trial Script
http://19thcircuitcourt.state.il.us/services/pages/mock_trials.aspx
*Very good site with a scripted Mock Trial- would be valuable to use to introduce terminology and
engage students at the primary level.
Teacher Resources- Mock Trial Information
http://19thcircuitcourt.state.il.us/services/pages/mock_trials.aspx
36
Strategies/Techniques: Jigsaw
Basic Function
To promote students independence and co-operative learning. Furthermore it allows all students
to become experts on a specific aspect of a broader topic and then pass on their knowledge to their
peers.
Steps
1. Students are divided into groups of 4-5.
2. Each student choses a topic to narrow in and study in-depth.
3. Group members disperse and find their classmates in the room who have chosen the
same narrow topic as them to students. This new group will work together to learn all
they possible can.
4. Students return to their original group and each student presents what they have
learned.
Example of Class Activity
To achieve the grade 4 Social Studies curriculum outcome 4.4.4 Examine symbols associated
with Canada’s landscapes, the jigsaw method could be applied. With “Canadian Symbols” as the
overarching theme, students could chose to study the symbols found on the Canadian coins (maple
leaf, beaver, bluenose and moose) to learn why they are there, who made the decision, what year was
it decided, has there ever been anything else, etc. Once students become informed of their topic than
they return to their original group to relay the information that they have learned to their peers.
Ways you could use this in social studies
•
•
To emphasize the most important aspects of an event (done by narrowing in on certain
aspects)
As a means of engaging students in a particular topic that most interests them
References
Jigsaw Method: http://www.jigsaw.org/overview.htm
Fernsten, L. (2012). Promoting student comprehension with cooperative leaning.
Social Education, 76(3), 147-150. National Council for the Social Studies.
37
Strategies/Techniques: Lesson board/wall map
Description


A lesson board and wall map is a student designed board focused on one theme or topic.
The board is made up of pictures and passages used to inform fellow classmates about the
specific topic.
Purpose
 The purpose of a lesson board/wall map is to enhance student interest and develop skills such




as researching:
Relevant information
Visual artistic appreciation
Writing skills
Higher cognitive thinking for forming questions.
Application

This strategy is used to teach classmates and demonstrate what students have learned about
the topic.
Procedures
1) Teacher gives or student chooses a topic for his or lesson board.
2) Students are placed in small groups
3) Students research topic and draft their passages for their board that will accompany the pictures
4) Colourful pictures are attached to the board along with corresponding passages
5) Students are given the option to form a question based on the content of the board
A wall map is another version of the lesson board. For this strategy teacher:
1) Projects image of a map on the board
2) Students tape pictures and passages of information in the correct geographical location on the map
Example
Students are given the topic of foreign culture, and more specifically housing. Students will
research the culture of Africa at different economic levels and create a board that will visually represent
the housing situation in Africa. Students will read and learn from their classmates boards and form a
question based on content or something further that they wish to know. For example: Where do they
find the materials they need to build their house?
Other example
Using a wallmap students are given a picture of one of the Seven Wonders of the World.
Students must place the picture on the correct geographical location on the map.
Reference
Beck, C.R. (2010). Student designed cultural lesson boards and wall maps. Social Studies
and the Young Learners, 23 (1), pp.16-19. National Council for the Social Studies.
38
Strategies/Techniques: Living History Museum
Description

Students research a historical figure and role play that person in a self-created museum.
Purpose

To assess knowledge of students throughout and at the end of a unit, to actively engage
students in their learning and discovery.
Application


Used at the end of a unit although preparation is happening throughout the unit.
The role play aspect can also be used throughout the unit on a smaller level.
Procedures
Students are encouraged to choose a historical figure (a specific person or an imaginary one
based on what society was like at the time) and do in depth research including lifestyle, habits,
interesting facts etc. Periodically the teacher may ask for mini role plays from students who are
studying related people or cultures to illustrate a certain point. Example: Abraham Lincoln talking to a
concerned citizen. At the end of the unit students will create a museum using artifacts they have
collected pertaining to the person and society and they themselves will take on the persona of the
person they have studied. Other classes, students and parents may be invited in to ‘tour’ the museum,
interacting with the student expert to learn more about the history of that subject.
Reference
http://publications.socialstudies.org/yl/1803/180304.pdf
39
Strategies/Techniques: Web quest
Description

A web quest is an inquiry-oriented activity students use to gather information from internet
resources.
Purpose


The purpose of a web quest is to engage students in a task that goes beyond simply collecting
facts.
It is more interactive than a worksheet and makes use of internet features such as graphics,
video and audio.
Application

This strategy is used to by the teacher to lead the student to the information he or she needs to
learn about a certain topic.
Procedures
1) Teacher can either create his or her own website or find an online resource to do so
2) Teacher will list links on the site that will lead students to another site
3) Students will have a sheet of questions to answer
4) To answer the questions students will click on links and search for information on the website or
watch videos that include the information
Example
As a fun web quest students are given a sheet on facts about Christmas or the holidays.
Teacher opens a website that contains ten links. On student question sheet students must rearrange
the letters in a word in their question in order to know which link to click on. Upon clicking the link the
students will read a small passage on, for example the yule log. From this passage the students will
know the answer to the question.
Other example
Students are learning about various explorers. Teacher creates a web quest that require to
students to “explore” a variety of links to answer questions and learn the stories of the explorers they
are currently learning about.
Reference
Milson, A.J. (2001). Exploring Latin America with web quests. Social Studies and the Young
Learners, 14(2), pp. n/a. National Council for the Social Studies.
40
Strategies/Techniques: Re-enactment
Reenactment is a strategy in which the students take on the roles of and live out a part of the lives of
people who may have been involved in the event that is being re-enacted.
Basic Functions
•
•
•
•
•
Gets students invested in learning about the topic as they aspire to be historically correct
Makes students eager to learn about historic events
Builds a sense of community
Students learn about the customs and costumes of the period as well as the history
Allows students to showcase what they have learned for teachers and parents
Overview of Paired Questions







Teacher decides what units of study could be conducive to a reinactment and what exactly will
be the focus of the lessons. Students need to learn the essential learnings while still developing
the knowledge necessary to pull off this event.
Class starts the unit on which the reenactment will be based several weeks (2-4 weeks) before
the reenactment is to take place
Once the unit is begun and the idea of the reenactment is broached, the teacher in conjunction
with the class needs to define a plan of action to prepare for the event.
Students and teacher must do in depth research of the historical event before they have enough
information to recreate the event. The more all parties involved know, the better
The next thing to learn is the customs, etiquette, and behaviours that were common in that era
and in the specified area. This will help the students act in a genuine manner when the
enactment takes place.
The students then develop costumes for the reenactment. The more realistic the better, but only
within reason.
The teacher should present the student with a rubric of what they are looking for in the reenactment before it begins.
Ways you could use this in your Social Studies class

Students in New Brunswick doing the grade 5 Social Studies curriculum look at First Nations
people and the fur trade. Some students could play explorers like Champlain exploring the
nation, and other could play different First Nations people. How would they greet the foriegners?
What kind of food did they eat? What kind of trading did they do? Why do their dwellings appear
as they do?
For more information
Jones, Rebecca N. (2001) Victory in Europe: A Reenactment of VE Day 1945, Social Studies & the
Young Learner Volume 14 Number 1 September/October 2001
Duplass, James (2011) Teaching Elementary Social Studies: Strategies, Standards, and Internet
Resources (Third Edition). Belmont, CA. Wadsworth Cengage Learning
41
Strategies/Techniques Situational learning
These strategies are often used to talk about difficult issues and moral dilemmas, but can be used for
any issue which is likely to generate more than one point of view.
Basic Functions
•
•
•
•
Asks students to explore academic knowledge, skills, and atttitudes make informed
decisions.
Engage in debates, discussions, and writing assignments
Allows students to construct social encounters
The students choose their own situation and structure personalized outcomes that may
or may not be predictable
Overview of Paired Questions

42
There are three situational learning strategies that can be used to explore moral dilemmas
applicable throughout the social studies.
 The “Y” Strategy (as young as grade 1):
- The student starts with two large ‘Y’’s’
- The ‘Y’ beocmes the thinking prompt and the writing structure.
- The student first identifies the moral problem
- The first ‘Y’ is used to list potential causes or choices of action
- The second ‘Y’ looks at potential outcomes or consequences
- The students use each stem of the ‘Y’ to write their three causes on the first ‘Y’ and three
consequences on the secod Y.
- Students then discuss in pairs, small groups, or with the entire class.
Helps students clarify what constitutes a problem and expands their view of the world around them.
 Points on a continuum(grade 3-5)
- Teacher chooses a scenario in which students differ vastly in their positions
- During the reading of the scenario or story the students record different positions or points
on individual stickies.
- The students post their answers along a continuum with opposite positions at opposite ends
of the continuum.
- Students then discuss and debate the different positions and possibly advocate one course
of action.
- Good for classroom dilemmas. For example if several of the teacher’s books have gone
missing from the class library, the teacher can have the students think of possible
consequences for what has happened. Students can then put the ideas on the continuum
and discuss/debate the best course of action/future preventative actions. Students then can
have a say in setting the classroom rules.
 Quote without Commentary (upper elementary):
- Promotes clear communication and provokes critical thinking.
- Students sit in a circle – This shows that all participants have a vote, a voice, and value
- Students listen to a brief discription of the conflict and take some notes.
- The students are exposed to the full scenario/story
- Each student given 5-10 minutes to write a reflection
- One student reads their statement and noone is allowed to interrupt, comment, or respond
to the quote
- One by one around the circle all students share their quote.
-
Everyone must participate up to this point
The students then have the option to respond, comment, or add to their own reflections. Not
all students have to participate
Continue until no one has anything new to add
The students may opt to create a list of comments for th group to consider
For assessment the students can be asked to write about what they have learned about
themselves and others from participating in this process.
Ways you could use this in your Social Studies class

In the grade 3 Social Studies curriculum students are asked to look at citizenship. This is the
perfect time to introduce these strategies. A book such as Hey, Little Ant or Amazing Grace
could be read and students could be asked to consider what the dilemma is and to generate
possible causes and consequences. This can be used to teach students about the importance
of rules, laws, and moral behaviour.
For more information
Gallavan, Nancy P. & Fabbi, Jennifer L. (2004), Stimulating Moral Reasoning in Children Through
Situational Learning and Children’s Literature, Social Studies and The Young Learner, 2004 16(3) pp.
17-23
Ogle, D, Klemp, R., & McBride B. (2007). Building Literacy in Social Studies: Strategies for Improving
Comprehension and Critical Thinking. Alexandra, VA. Association for Supervision and Curriculum
Development
43
Strategies/Methods: Rap
Basic Function

For students to create a rap to help them remember information, tell a story, or put events in a
particular order.
Steps



Students create summarize and put the material that they are going to rap about together
Students create the lyrics to the rap and come up with a beat to rap it to
Students practice and then perform the rap for the class to show their understanding and
memorization of the concept(s)
Social Studies Application/Examples




Create a rap about when the Explorers came to New Brunswick and settled here
Write a rap about different places or landmarks in New Brunswick
Students could create a rap about the symbols, rivers or counties of New Brunswick or its
industries
Students could compose a rap about the different political parties in New Brunswick
Benefits



Students are able to learn the material in a fun and “cool” way
By placing information to music students often remember it better especially if they have
composed the piece themselves.
Students have to learn to summarize and have an understanding of the material in order to
create the rap making this a great assessment tool
References/Resources
Knaresborough, Adam. (2009). Rapping the 27 Amendments to the Constitution. Social Education,
72(7), pp 342-343. National Council for the Social Studies.
44
Strategies/Techniques: Literature Detectives: Comparing Sources
Basic Function

For students to learn how to compare sources and recognize biases when doing research
Steps



Give students three different reading sources on a particular subject
Students have to read the material and answer the same three questions according to the
material
Students reflect on their finding and try to find the biases or contradictions between the
materials and come to their own conclusions on the subject
Social Studies Application/Examples



Students are given different books with varying views about Christopher Columbus
Perform a study of the history of the Native Americans in New Brunswick and how they were
treated
Conduct a study of the expulsion of the Acadians using this strategy
Benefits


Provides students with the tools they need to compare resources and understand the
importance of looking for bias or misinformation in material.
Students have to think critically and analyze the material
References/Resources
Henning, Mary Beth & Snow-Gerono, Jennifer L. & Reed, Diane & Warner, Amy. (2006). Listening to
Children Think Critically about Christopher Columbus. Social Studies and the Young Learner, 19 (2),
pp. 19-22. National Council for the Social Studies.
45
Strategies/Techniques: Word Splash
Basic Functions




Familiarize students with important vocabulary words relating to unit
Create and explore comparisons and contrasts between meanings of words
After a unit you can use them for review of important concepts and a bridge into new material
Use as a final assignment for students to create and defend a word splash relating to a
particular part of the unit/content
Steps



Student/Teacher has an individual piece of paper or chart paper
Put main topic in larger print and you can categorize similar terms by color and show the
importance by the size of print you use
Students can be creative with their word splashes, but should be able to defend or explain why
they organized/designed it the way they did
Example of Class Activity



Introducing a new unit and discussing important concepts/vocabulary
Displaying facts
End of unit project for students
Ways you could use this in social studies
Could be used in all areas of social studies- in particular they could put Landforms of New
Brunswick and design it so that the more common landforms found in New Brunswick are printed
larger. Water and Land landforms could be categorized by color.
References
For more information on Word Splashes:
http://www.teachingforexcellence.com/strategies/word-splash/
To create an online/digital Word Splash:
http://www.wordle.net/
For Word Splash Printable:
http://georgetownisd.org/ccorner/socstudies/InstructionalStrategiesforSocialStudies.asp
46
Strategies/Techniques: Chapter Tour
Basic Functions


Can be used as a pre-reading strategy that introduces students through visual representation
and organization to the overall theme of the reading, such as progress, change, or crisis.
Can also be used as an end of chapter/unit project where the students review the material
learned in the chapter and create an interactive tour of what was learned.
Steps

The steps for doing chapter tours vary on whether you use it for a pre-reading strategy or an
end of chapter/unit project.
i.
ii.
iii.
Pre-Reading Strategy:
Have students browse through the chapter in the text book
Make notes of what the titles of sections are and the main ideas of each
Create a story board of what they think will be the main ideas of the chapter
i.
ii.
iii.
End of Chapter/Unit Project:
Have students create a story board on what the main themes and ideas of the chapter
Have them design it in a simplistic but informative way
Assess on the material they present in their chapter tour story board
Ways you could use this in social studies
This can be incorporated into any Social Studies chapter or unit.
References:
• For more information:
http://www.usd416.org/pages/uploaded_files/7chapter_tour_text_walk_7.pdf
http://georgetownisd.org/ccorner/socstudies/InstructionalStrategiesforSocialStudies.asp
47
Strategies/Technique: Gallery Walk
Basic Function
The basic function of the Gallery Walk strategy is to have students gather information about a
set of object, images or texts, in order to learn about or answer questions related to certain topic. This
strategy allows students to make visual connections or comparisons to different subject areas.
Steps
Teacher sets up artifacts (images, texts or objects) around the classroom. Students can create
these items or the teacher can provide them. Students will then move around the classroom examining
the different artifacts. If the purpose of the activity is to introduce new material, students may take notes
and write down observations as they walk around the room. If the purpose is for students to take away
particular information, teachers can provide guiding questions to answer or graphic organizers to fill in.
Ways to use this in Social Studies
A gallery walk could be used in social studies as an activity for younger students to introduce
them to the concept of historical and cultural artifacts. Each student could bring in an item from home
that either has some sort of personal importance to them (a story to tell) or something that may have
been passed down to them from a family member etc. Have the students write a caption about their
item (artifact) and then the gallery walk can take place. Students can walk around making observations
and comparisons between the objects and what they mean to the other students. The end goal would
be for students to be able to categorize items afterwards.
References
Libresco, A. S., Balantic, J., & Kipling, J. C. (2011). Uncovering immigrants' stories: It all begins with
picture books. Social studies and the young learner, 23(4), 1-4.
http://www.facinghistory.org/resources/strategies/gallery-walk-teaching-strateg
48
Strategies/Techniques: Discovery Boxes
Basic Functions
Discovery boxes enable students to experience and explore a subject area through the
interactive use of artifacts. Discovery boxes promote ‘hands on’ and open ended exploration,
encouraging students to create and pursue their own series of thoughtful and relevant questions
pertaining to the subject matter. Discovery Boxes can also serve as a point of reference for students by
providing concrete and visual cues that remain in the classroom. Ultimately, they are a great way to
engage students and spark curiosity at the beginning of a unit. They can continue to be used
throughout a unit to reinforce learning, as well as at the end of a unit for assessment purposes.
Steps
The teacher will supply a box (large enough to place a variety of objects) that includes physical artifacts
related to a specific area of content. The teacher will fill the box with items that engage students and
reinforce the curriculum that is being taught. The artifacts can be used to facilitate numerous activities,
such as writing assignments, role play, etc.
Example
Acadian Discovery Box
An Acadian Discovery Box could be used during a unit covering Acadian history. The box could include
such artifacts as traditional dress, Longfellow’s poem about Evangeline and Gabrielle, an Acadian flag,
journal entries written by Acadians before and after the Acadian expulsion (these could be fabricated
and used for historical context), household tools used by Acadians, traditional Acadian recipes, etc.
Items could be added to the box throughout the unit, and each student could be asked to contribute an
item to the Discovery Box (and explain why they chose it) as a student project.
References
http://www.worlddiscoverybox.com/edu
49
Strategies/Techniques: Timeline
Basic Function
Timelines enable students to place curriculum into perspective, making it easier for them to
understand and retain the content that they are learning. Timelines provide a visual to accompany the
curriculum, and can serve as a reference point within the classroom that students can refer back to at
any time. Timelines also serve as a building block, to which you can add information as it is learned.
Furthermore, timelines can be beneficial in any and all grades, are cross curricular, and can be used as
a means to assess students or review material. Lastly, they can be an ongoing classroom activity, or
can serve as an individual component of a student’s project.
Steps
Timelines can be used in a wide variety of ways. They can be created by the teacher, as a
class, or by individual students (although it is more beneficial to students if they are involved in the
creative process). They can be used in any subject area, which means they can be made in a variety of
ways. Students can create them by hand, or use technology software to created their timeline. The
topic will dictate what is included. If it is a timeline that will remain hung, the class as a whole can
decide on a good place to place it. Once a timeline is hung, it can be built upon throughout the school
year, as students learn new information.
Example
A history/social studies class could use a timeline to place historical events in chronological
order. The timeline could help students relate seemingly isolated incidents to larger, more complex
historical themes.
References
O’Mahony, C., Siegel, S., (2008). Designing Classroom Spaces to Maximize Social Studies Learning.
Social Studies and the Young Learner 21(2), pp. 20-24.
http://www.educationworld.com/a_curr/strategy/strategy033.shtml
http://www.edutopia.org/xtimeline-timeline-web-site
http://teachinghistory.org/teaching-materials/teaching-guides/24347
50
Strategies/Technologies: Interactive Slide Lecture
From
History Alive! Six Powerful Constructivist Strategies
Like the previous article examined for teaching strategies, this article focuses on various ways
to motivate students to learn. The focus strategy in this article is the interactive slide lecture. An
interactive slide lecture does just that; it actively involves students in the lesson and causes them to
interact with classmates as well as their own personal thoughts and feelings.
Interactive slide lectures challenge students to step into the shoes of someone else and
experience some of their emotions and feelings in relation to various past events. During an interactive
slide lecture, students are provided with an image, typically on the SMARTBoard, and are asked to
examine the image closely and interpret or even act out what they see.
This strategy actively involves students in the learning process by taking the emphasis off of the
teacher and placing it on the students. Rather than lecture the students about the image, the teacher
provides the students with an interactive learning experience that is up to their own interpretation.
However, the teacher does provide the students with prompt questions to continue discussion of the
image and ensure that it remains on topic.
This strategy could easily be employed within a New Brunswick Social Studies classroom. Any
historical event that has occurred in New Brunswick, such as the launching of Marco Polo from Saint
John in 1851, could be displayed in an image for the students to actively explore.
Interactive Slide Lecture Steps
-
-
Have an image on the SMARTBoard for the students to explore.
The image should incorporate a lot of action or content, this will ensure that students
constantly have something to contribute to the discussion.
Prompt students to share what they see in the image. Encourage students to reflect
upon the image content in relation to emotions, what might the people in the image be
feeling?
Have various questions prepared based on the image to ensure that discussion
continues.
Have students act out what they see in the image. This is a simulation strategy
employed within the interactive slide lecture strategy that encourages discussion while
achieving vicarious involvement.
Reference
History Alive! Six Powerful Constructivist Strategies. Social Education. Volume 62
Number 1 January 1998.
51
Strategies/Techniques: Role-Plays
From
Motivation Strategies of Middle School Social Studies Teachers
All of the strategies employed in this article are used to motivate students to engage in their own
learning. It is important to provide students with activities that help them perceive realistic
representations of what they are learning. This can be achieved by making learning relevant for the
students. Relevance is achieved by relating the content to students’ needs, goals, interests, values and
personal experiences. The majority of students learn best when moving so it...
Lost on a Deserted Island
Tell each student to imagine that he has been shipwrecked on a deserted island. Depending on
how much time you have, tell the students to describe one to three things they would want to have with
them on the deserted island. This activity is useful because the students get to talk about things they
are familiar with and the activity may help students build friendships based on common interests.
Allows students to be creative and have fun deciding what they would want to have with them. Students
get to learn some new things about their classmates and would be a good stepping-stone towards
building a safe and secure classroom environment and a sense of community. Students would have to
explain why they chose the items they did and explain how they would use them. Classmates would be
free to question the student for a limited period of time as to their choices. Builds the students
communication and questioning skills.
Could be developed into a larger writing project that includes the picked items in the story as the
student has to describe in writing how they items could be used. Students who wanted to could also do
a skit or video production to depict their story. Would involve more than just the presenting student,
teach students to work together towards a common goal, and also build a sense of community and
accomplishment with the finished product.
Basic Function













Promotes creativity, communication, and creativity skills
Sharing information
Build a sense of community in the classroom
Process of Lost on a Deserted Island:
Present students with the situation of being on a deserted island
Allow them three items of their choice
Allow 15 minutes to decide on their items, write them down, and explain their use
Students present their items to the class, explain their use, and answer student-led questions on
their choices
Ways to use Lost on a Deserted Island in a social studies class:
As an icebreaker
As a sponge activity
As a creative writing project
As a research project
Further Information
52
http://www.ehow.com/list_6696925_ice-breaker-games-middle-school.html
Strategies/Technologies: Wonder Questions
This activity works well with nonfiction text. Have students skim through nonfiction text and write
an “I wonder” question for each page of a picture book or each section of a textbook or article. After
writing questions, students go back and read the text to find answers. This is a great activity to use with
“the rest of the class” when you are working with a small guided reading group.
Basic Function



As a sponge activity
Promotes questioning skills and searching skills
Practice problem solving skills
Process of a Wonder Question



Students pick or are given a non-fiction text
For each, or a set number of pictures, students write an “I wonder” question about the picture
Once completed, students then go back to the text to answer their questions – find out what the
pictures mean
Way to use Wonder Questions in a social studies class



As a sponge activity
As a learning to search for information experience - prepares students for researching facts
In a geography lesson, have student try to identify the locations of terrain pictures before
researching/searching for the answer
Further Information
http://www.teacher2teacherhelp.com/reading-strategies/questioning-mini-lessons-and-practiceactivities/
Source: Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension by Lori
Oczkus, IRA, 2003.
53
Strategies/Techniques: Lost on a Deserted Island
Tell each student to imagine that he has been shipwrecked on a deserted island. Depending on
how much time you have, tell the students to describe one to three things they would want to have with
them on the deserted island. This activity is useful because the students get to talk about things they
are familiar with and the activity may help students build friendships based on common interests.
Allows students to be creative and have fun deciding what they would want to have with them. Students
get to learn some new things about their classmates and would be a good stepping-stone towards
building a safe and secure classroom environment and a sense of community. Students would have to
explain why they chose the items they did and explain how they would use them. Classmates would be
free to question the student for a limited period of time as to their choices. This strategy builds the
students communication and questioning skills.
Could be developed into a larger writing project that includes the picked items in the story as the
student has to describe in writing how they items could be used. Students who wanted to could also do
a skit or video production to depict their story. Would involve more than just the presenting student,
teach students to work together towards a common goal, and also build a sense of community and
accomplishment with the finished product.
Basic Function



Promotes creativity, communication, and creativity skills
Sharing information
Build a sense of community in the classroom
Process of Lost on a Deserted Island




Present students with the situation of being on a deserted island
Allow them three items of their choice
Allow 15 minutes to decide on their items, write them down, and explain their use
Students present their items to the class, explain their use, and answer student-led questions on
their choices
Ways to use Lost on a Deserted Island in a social studies class




As an icebreaker
As a sponge activity
As a creative writing project
As a research project
Further Information
http://www.ehow.com/list_6696925_ice-breaker-games-middle-school.html
54
Strategies/Techniques: Take a Stand
Description

Take a Stand is a teaching strategy that allows students to express their personal beliefs, views,
and opinions pertaining to a controversial topic or discussion.
Purpose
The purpose of this strategy is to allow students to form their own opinions and judgments within
the safe space of the classroom. The students stand up within the “agree”, “disagree” or “undecided”
sections of the classroom where they are asked to share why they feel the way they do. This strategy
allows students to see and understand that there are many views and opinions and the classroom is a
safe place to share their personal opinions on the topics being studied in the class.
Procedure
1) The teacher asks a question, says an emotional charged statement, or introduces a controversial
topic
2) The teacher asks the students to take a stand in the “agree”, “disagree” or “undecided” sections of
the classroom.
3) The students will then take a stand in one of the three sections depending on how they feel about the
particular issue.
4) The teacher then asks individuals within each section why they chose that section and to explain
how they feel.
5) Students are allowed to change sections during this activity, and students in the undecided section
are also encouraged to select “agree” or “disagree” if they hear something that resonates with them.
Application
Take a stand could easily be integrated into a Social Studies class when studying rules and
laws in Elementary School. The teacher could first ask students to take a stand about different school
rules. This will engage the students in a discussion about the importance of the school rule, while
allowing them too have their own thoughts and opinions about it. Following this, the teacher could move
into different laws, naming certain laws and asking student to take a stand.
References
Can Controversial Topics Be Taught in the Early Grades? The Answer Is Yes!
http://publications.socialstudies.org/se/6001/600107.html
55
Strategies/Technologies: Lesson Boards/Wall Maps
Basic Function




Engage students’ interest in topic of study in social studies
Develop students’ researching skills and visual arts appreciation
Have students use a discovery approach to learning
Develop students’ group work skills
Steps
1.
2.
3.
4.
5.
Prepare a sample lesson board or wall map to introduce the concept to students.
Divide students in groups and assign them a research topic.
Have students research their topics, identifying the key points or events.
Have students find or create images to accompany each key point or event.
Have students design a caption for each image based on their research (about 4-6 lines for
each caption).
6. Have students display images and text in a creative, visually appealing way on a tri-fold display.
–OR– Have students display captioned images on a wall map, in the approximate geographic
location of the event or article pictured in the image.
7. Have students display their work for their classmates to see and learn from. (Optional: have
students create worksheets about their lesson board or wall map for classmates to answer while
learning from their display).
Ways you could use this in Social Studies (in New Brunswick)




Could be used to study any historical culture in Canada or ancient society (grade 5 curriculum)
Have different groups of students study different time periods in New Brunswick history to study,
creating lesson boards
Have groups of students study different Native American cultures throughout Canadian history,
putting their findings together on a wall map
Students could research the fur trade in Canada and then create a lesson board or wall map
References
Beck, Charles R. (2010). Student-Designed cultural lesson boards and wall maps. Social Studies and
the Young Learner 23(1), pp.16-19. National Council for the Social Studies.
“Make Geography Come Alive with Wall Maps!”
http://thepioneerwoman.com/homeschooling/2010/11/make-geography-come-alive-with-wall-maps/
56
Strategies/Techniques: Object Speak
Basic Function



Students learn about a certain event in history by looking at it through a different perspective
Students develop their creative writing skills while learning about history
Builds mental flexibility in students as they examine things from different perspectives
Steps
1. Read/tell students a story that involves a certain event or time period in history.
2. Have students chose an inanimate object from the story and then write from the perspective of
that object. Students will describe the setting, characters, and events or situations, and how
they change, as they would be seen from the perspective of the object they choose.
Example of Class Activity
Found for class.
Ways you could use this in Social Studies (in New Brunswick)


Have students tell the story of children that were brought to Canada during WWII through the
perspective of a doll or teddy bear (such as the children in Kit Pearson’s novels).
Have students write about a Native American tribe being forced off their land through the
perspective of an object that was taken with one of the families in the tribe. This same story
could also be told from the perspective of an object (physical or natural) that was left behind,
describing the changes of the land after the Native American tribes were forced to leave.
References
McNulty, Carol P. &Davies, MaryAnn &s Maddoux, Mary. (2010). “Living in the global village: Strategies
for teaching mental flexibility.” Social Studies and the Young Learner 23(2), pp. 21-24. National Council
for the Social Studies.
“Ten Steps to Object-Speak”
http://www.powershow.com/view/4e667MmJkZ/TEN_STEPS_TO_OBJECTSPEAK_powerpoint_ppt_presentation
57
Strategies/Techniques: Word Walls
Basic Function

To create a list of words that students are expected to know/learn during the year
Steps





Introduce new sight/spelling word
Sound it out
Talk about what it means
Spell it with the students
Attach it to the wall
Example
Most teachers use these in their language arts classes to introduce spelling/sight words. The
teacher would introduce the word, teach the students to spell it and then put it on the wall.
Ways to use in a Social Studies Class
This could be used in a social studies class in many different ways. If you were teaching grade 3
social studies and looking at New Brunswick, you could use it for different cities in the province,
counties, and rivers or even to list New Brunswick terminology.
References
http://www.readingrockets.org/strategies/word_walls/
http://www.readingrockets.org/strategies/word_walls/
58
Strategies/Technologies: Collages
Basic Function

To create a visual display that students can use to better understand a topic
Steps




Give students a topic
Provide them with magazines, scissors, glue and paper
Ask them to cut out things that they think relate to the topic
Ask them to do a write up justifying why they chose the pictures they chose.
Example
This gives students a chance to visualize what they are actually studying. This is also a great
way for students to make a sort of cluster web, as they have one main focus and put pictures of things
that relate to it.
Ways to use in a social studies class
If you were teaching You and Your World to Kindergarten you could have them make a collage
of their five senses. You could assign different groups to different spot in the room and they could each
have a different sense.
References
http://www.artfulparent.com/collage-art-ideas-for-kids.html
59
Strategies/Techniques: Role-Plays
Basic Function


Have students take an empathetic view of history
Students vicariously through their role
Procedure




Students are given a historical role that they must play
Students research their given role
As a group students write a historically accurate (definition of historically accurate could vary
depending on the level of the students)
Students act out their role play
Example

Students could act out what life might have been like for people living in new Brunswick in the
19th century after a trip to King’s Landing
 The trip could be considered their research and students in the class could each be given a role
from the 19th century to work with
“Motivational Strategies of Middle School Social Studies Teachers”
Reference
Motivational Strategies of Middle School Social Studies Teachers Social Education 59
(1), 1995, pp. 23-26 National Council for the Social Studies
60
Strategies/Techniques: Interactive Slideshow
Basic Function


Students view, interpret, and act out photographs
Students gain an understanding of history by experiencing it in their classroom
Procedure





A picture is projected for the students to view
Students comment on what they see in the picture
Teacher asks questions to engage the students while providing some historical background
throughout the discussion
Students then take part in an act-it-out activity
As the lesson progresses students view more slides that reveal the consequences and
outcomes of the historical event
Example

An interactive slideshow could be used for students to understand the effects of Black Tuesday
on the people of Canada.
Reference
History Alive! Six Powerful Constructivist Strategies. Social Education Volume 62 Number 1 January
1998
61
Strategies/Techniques: Shift It
Basic function

‘shift it’ is to encourage students to use their critical thinking skills, to teach them to apply and
analyze using their knowledge, and to improve collaboration within group work.
Steps
To begin the teacher chooses a book or a situation in history that the students can gain
information from. Next, the students are divided into groups, perhaps using a method such as
numbered heads. Each group is given a set of cards with the categories setting/person, time, and
culture and students begin to take turns drawing cards from the pile.
If the setting/person card is drawn, students begin to discuss how the situation/story in the book
would be different if it were told through a different narrator. By changing the perspective of the
characters, an alternative account of the events is developed. If the time card is drawn, the students
brainstorm ways that the situation/story in the book would change if it were set in a different time period
(for example in the 1980s or in the present time). Lastly, if the culture card is drawn, the students
discuss how it would be different if it was set in a alternative culture or place.
Example of How it Could be Used
This strategy could be applied to social studies teaching in New Brunswick through the study of
Canadian history. A book could be read to the students about the first explorers to Canada and then
they could break into groups to use the ‘shift it’ strategy to analyze their new information. For example,
through the setting/person card, they could discuss how the arrival of the explorers would have been
viewed differently by the explorers themselves versus the native people already on the land.
Reference
"Living in the Global Village: Strategies for Teaching Mental Flexibility"
http://publications.socialstudies.org/yl/2302/230221.pdf
62
Strategies/Techniques: Small Group Hypothesis Activity
Basic Function:

This strategy is to encourage students to analyze information and to think ‘outside the box.’ It
encourages the use of imagination and the application of knowledge to determine significance
of a particular event.
Steps
The students are divided into small groups of about 2-3 students using a method of the
teachers’ choice. Next, each group is given an historical document, ideally one that they are familiar
with. If they are not familiar with it, time should be allotted to allow them to read and interpret the
document.
Once the students have an understanding of the document, they are asked to imagine that the
document never existed. As a group they discuss this idea and the implications that it may have had on
history and how we live today. What would be different? What would be positive changes and what
would be negative changes? To conclude the activity, the class joins back together and whole group
collaboration begins.
Example of How it Could be Used
This strategy could be applied to social studies teaching in New Brunswick through a focus on
Canadian history. The students could be given the British North America Act/Constitution Act of 1867 to
analyze. They would then be asked to determine what Canada may be like today if this Act had never
existed. To relay their ideas to their classmates each group could design a role play depicting a scene
from present day Canada without the existence of the British North America Act.
Reference
"Suggested Methods for Integrating Primary Sources into Classroom Instruction"
http://publications.socialstudies.org/se/6707/6707414.pdf
63
Strategies/Techniques: RAFT strategy
Basic Function
 Helps students to develop their writing skills
 Students can develop their ideas how to write



Encourages creative thinking and motivates to demonstrate understanding in a nontraditional
yet informational written format
Has a role to play and as they think in that role, they have to talk to a given audience using the
format noted on the topic listed
This strategy forces students to process information rather than just write answers to questions
Steps
Students have a chart to fill out:
 R-role: Which role from the historical past will you play? (What is the role of the author?)
 A-audience: Who will you be writing to? [This relates to the format below and you have many
choices. You could write to yourself in a diary entry, the public in a speech or newspaper article,
a loved one in a letter or poem, etc…] (To whom is the author writing?)
 F-format: What type of format or writing style will you use? (Remember you can write a song,
newspaper article, journal entry, letter, public speech, or poem.) (What is the format of the
writing)
 T-topic: What important event will you be writing about? [Think about the most significant times
in your character’s life.] (What is the focus of the writing?)
Example of activity


Write from the point of view of a historical character. It is important that you include historically
accurate details to help the reader better understand your character, write clearly, strive for
creativity, and pay attention to the format.
RAFT’s can be prescribed or left open to students to choose. It is best to assign students to
complete specific RAFT’s. As they gain more experience and familiarity with the writing strategy,
they can be allowed more freedom.
Ways you could use this in social studies





Water cycle
Historical character
Historical event
A country to another country (example: Brazil to Japan)
Biology (a specific part of the body talking to another one such as heart to the brain)
References
http://docsouth.unc.edu/classroom/lessonplans/RAFT.html
http://www.vrml.k12.la.us/graphorgan/18strat/strat/State_18/statehtm/raft_state.htm
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http://docsouth.unc.edu/classroom/lessonplans/RAFT.html
Strategies/Techniques: Points on a Continuum
Basic Function
Allows students to examine and understand real world issues; stimulates rich and powerful discussion;
students learn to develop a point of view and defend it; stresses the importance of research.
Steps
1. The teacher gives a reading or a scenario to the students which offers different positions or
viewpoints.
2. As they read their scenario or story, the students use post it notes to record the different
positions present.
3. Students draw a continuum line and as a class they discuss where to place their post it notes
(there will be two extremes, one at each end of the line, and then the resulting in-between
positions).
4. Once the line has been created, the students debate which position is correct in their own
opinion. They must provide evidence to support their point of view.
How It Could Be Used
This strategy could be used in an elementary social studies classroom when students are looking at
how to be a responsible citizen. A scenario is developed by the teacher surrounding the importance of
voting. Students read the scenario and identify the extreme points as possibly “voting is not important,
responsible citizens do not vote” and “voting is the most important thing for a responsible citizen to do.”
At this stage they would develop their points in-between, and then a debate could occur. Students
could further improve their research abilities by using outside sources to support their point (books in
the classroom, internet if available).
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Strategies/Techniques: Venn Diagrams Get Big
Basic Function
To have students compare and contrast two themes or subjects by using a graphic organizer
Steps
1. The Venn diagram has three sections, one section for each topic and an over lapping section to
place the similarities of the two topics
2. The Venn diagram looks like two circles slightly overlapping
3. Write, or place the appropriate information on cards and get students to place it under the
correct section
4. Have students justify why they placed certain facts in certain sections
*The most important thing is to have students do the categorization of the facts for each section
Example


Hula Hoop Venn Diagram: Teachers could set up over lapping hula hoops on the floor, label
each circle at its center and get students to place word cards in the correct section.
Human Venn diagram: Using rope create two overlapping circles in a large space, label the
circles at their center, provide students a card with information on it and get them to stand in the
appropriate sections.
How This Could Be Use in Social Studies

Students could use the Venn diagram model to compare two explorers such as: John Cabot and
Jacques Cartier, this will highlight the difference and similarities between these two explorers.
References
• Graphic Organizer: Venn Diagram:
http://www.scholastic.com/teachers/lesson-plan/graphic-organizer-venn-diagram
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Strategies/Techniques: Chapter Tour
Basic Function


Guide students through the reading of a chapter in a textbook.
Provide students with step-by-step directions on how to successfully read each chapter of a
textbook, drawing their attention to the important features of the text.
Steps
1. Preview a chapter of a textbook, making note of important points and features that students may
overlook and what you feel is important for the students to take away from the reading.
2. Create a chapter tour for students that highlights the important features of the chapter for the
students to use as they complete the reading.
3. Have students read the chapter, following the directions on the study guide. This can be done
individually or with a partner; by working with a partner, students will be able to express their
findings orally and on paper.
4. Adapt your chapter tour for following chapters depending on what is essential for student
learning in each chapter.
5. Eventually, students will be able to successfully read chapters in textbooks and create their own
chapter tours without the step-by-step directions.
Example of Classroom Activity
Chapter Tour: Japanese Traditions
Reading a textbook can be overwhelming for many readers, especially if you have no background
information. Sometimes we can miss the main points of a text and get hung up on small details. Use
this step-by-step guide when reading the chapter.
1. Write down the chapter title in your notebooks. Reflect on what you think the chapter will be
about based on the title.
2. Write down one sentence describing the main topic of the reading (the title usually indicates the
main topic).
3. Write down all headings found in bold, leaving space under each heading.
4. Write down at least 3 important points under each heading. This should be in point-form and in
your own words.
5. Pay special attention to any words in the text that are italicized or in bold. Write these words
down and provide a definition of explanation of each word. To find the proper definition for the
words in bold refer to the glossary at the back of the book.
6. Look closely at the pictures and read the captions (bold and italicized) to find out more
information about the picture.
7. Determine the heading each photo belongs under. Under the proper heading, write a short
description of each photo (based on what you see and what you read in the caption).
Ways you could use this in Social Studies


This could be used to study another society that students read about in a textbook.
This could be used for students reading any history textbooks.
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Strategies/Techniques: Word Splash
Basic Function
The function of a Word Splash is to connect a group of facts and words into a larger framework for
student understanding. It also helps the teacher assess students leaning at the end of a unit. It is a
good visual representation of what students have learned in the unit and helps them to make
connections.
Steps
1. Teacher looks at the curriculum documents and identifies key words, information or concepts.
Selecting 20-25 words that represent important people, places or ideas that can be connected
to one another.
2. The teacher then creates the words splash by organizing the words into two columns in such a
way that a word in one column can be connected to a word or concept in the other.
3. At the end of the unit students can then draw connecting lines between the words to show that
they are related. They can also write a statement to explain how and why they are connected.
4. This can be used for group discussion by pairing students up to discuss the connections they
have made.
5. The teacher can also create an overhead of the Word Splash and students can come up and
complete with the class.
How Would You Use this in Social Studies
In a grade three Social studies class this activity can be used to when talking about Provincial Identity.
The teacher can choose words in the different units that they can connect at the end so that students
can see the long term connections over course of the year and throughout the units.
Example




Urban Prejudice
Atlantic Region Democracy
Stereotype Rural
Government Provinces
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Strategies/Techniques: History Frame
Basic Function
The basic function of a history frame is to help students extract key concepts in a block of text and then
organize that information.
Steps
Students are given a text to work with. They will read the text and then are asked to fill in the different
parts of the history frame
1. They will fill in the title of the event (this is not necessarily the title of the book).
2. They will then identify the participants and key players within the text. They will want to identify
who played major or minor roles within the story.
3. Students will identify where and when the event took place and what clues or hints the text
provides to indicate setting.
4. The problem or goal of the main character (or the motivating incident within the story). What set
the main events in motion?
5. Key episode or events, student will discuss some of the most important incidents or actions that
influenced the story.
6. Resolution or outcome, how was the problem resolved or the goal achieved (or was it?)
7. Finally students will identify the main theme or lesson from the story. What have students
learned from this story and what does it mean to them.
Ways to use this in social studies
History frames are a great way to organize importation and simplify complicated event for students. We
could use this in social studies if we were studying important events in history (wars etc.) to help
students understand important aspects and the reasons why these events might have happened.
Another way you could use this would be in a unit about explorers and the reasons why people came to
settle in Canada. We could give them information packages and students could identify key players,
motivating incidents etc.
http://www.edmodo.com/link?url=http%3A%2F%2Fwww.readingquest.org%2Fstrat%2Fstorymaps.html
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Strategies/Techniques: K.I.M. CHART
Basic Function
For students to synthesize and interpret new information and make it their own by writing a definition
and drawing an image for key ideas in a topic.
Steps
1. Students read, independently or in groups, the article being used to glean key ideas.
2. Students create a three column chart with the headings “Key Idea”, “Information” and “Memory
Clue” (hence the title K.I.M. Chart).
3. Under the “K” column, students write a list of key ideas from the article or topic.
4. Under the “I” column students write a definition for each respective key idea.
5. Under the “M” column students draw a picture to serve as a memory prompt for the key idea.
6. Students can share their ideas and/or use this activity as a review for the topic.
Example
Grade 5 students studying the topic of ancient Egyptian civilization may read an article and glean the
following key points from it:
Key Ideas
Information Memory Clue
K- Pyramids
I- Large stone buildings built as a tomb for pharaohs when they die. They were often buried with the
resources that could make their next life more comfortable.
M- Pyramid drawing
References:
K.I.M. Handout- In Class (Thursday February 14th 2013)
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Strategies/Techniques: Graphic Notes
Basic Function




Graphic notes incorporate the various multiple intelligences we will encounter in our classrooms.
Graphic notes utilize a visual approach and incorporate text boxes and arrows from these text
boxes in order to simplify the note taking process.
Graphic notes can help engage struggling students. It helps minimize weaknesses in language
development as well as weaknesses in organization; using a visual format to simplify and
shorten the text does this.
Graphic Notes can be used as a reference for review later in the unit.
Steps





Students are provided with a text and a rich visual that compliments the text.
Using the visual as a prompt, students will pull the important points from the text.
Students will create a text boxes that group the important points in the text into similar
categories.
The text can be written in point form and contain questions that arise from the reading.
The student will draw an arrow from the visual to their shortened and simplified text, connecting
their main ideas to the visual.
Example






If students are learning about Ancient Egypt the Graphic Note strategy could be employed.
Provide students with a text about Ancient Egypt as well as a visual representation of this text.
Have students read the text and categorize the main points they take away from it.
Once students have decided upon their main points, have them connect these points to the
visual representation using arrows.
Students can share their creations with the rest of the class in order to discover what
classmates determined as important.
Students can keep their Graphic Notes in their binders to return to when studying later in the
units.
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Strategy/Technique: Quote without commentary
Basic Function
Using literature to stimulate critical thinking and reasoning skills in a non-threatening environment.
Strategy that focuses on the identification of issues and students provide reasons to support, or not to
support particular actions/issues in a book. Helps to promote clear communication and provoke critical
thinking. This strategy removes peer pressure and is a respectful approach to situational learning. It is
best used in large groups in upper elementary classes.
Steps
1. Students sit in an open circle, facing each other. This allows students to have equal participation
to be seen and heard.
2. Before reading the story, students listen to a brief description of a conflict and record their initial
thoughts and feelings
3. After reading the story, each student has 5-10 minutes to write down a statement about the
conflict. The students can focus on the characters, plot or the dilemma.
4. Beginning at any point in the circle, one at a time the students share their statement, other
students are not allowed to comment or respond. This is repeated until everyone in the circle
has shared his or her statement. No one is allowed to pass.
5. The teacher starts a group discussion, and a second round is started following the same format
as the first round. Students are allowed to pass in this round. In this round around the circle,
students are allowed to react to a previous students statement, or respond. This round
continues until the students have nothing left to comment on.
6. After completing this, students make a list of commentaries for group members, or they can
write a self-assessment statement.
Article Reference
Fabbi, J. And Gallavan, N. (2004) Stimulating Moral Reasoning in Children Through Situational
Learning and Children’s Literature. Social Studies and the Young Learner 16(3), pp 17-23.
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ARTICLE REFLECTIONS
Specific focus of the article readings will be provided in a handout at the beginning of each week of
classes.
January 10, 2013
Building a caring community
As a student-teacher who just gets out of an internship, I totally agree with this article from
Jeanne Gibbs. I always knew that being a teacher it was a lot of work, but I never thought it would be
that much. Just like the article, being a teacher is more than just giving a lesson plan to students; the
teacher has to care about his students and to be ready to give them all the materials such as a positive
learning environment. During my internship, I had the chance to experience it and it is interesting to
notice that my approach with my students who were struggling was perfect. I enjoyed to help my
students who had a hard time in their life such as talking about it, giving them some love or simply
some advice. The worst situation was one of my student didn’t want to talk about her sadness and I
could not do anything about it. It was really sad and I was feeling weak.
The important thing that I remember about this article is it is important to care and support a
relationship with our students. I truly believe that it is easier to ask the students to do something when
the teacher has a good relationship with them. During my internship, I did not have any problem to ask
a little boy who was trouble in my class. I think it is all about my friendship that I had with this little boy.
He was behaving and trying to impress me; he was smart and he had potential to go to school. It was
sad to know that he was behaving badly because his parents were not good parents.
I think I would recommend this article to every teacher to make sure that they know as much as
it is important to have a caring classroom.
Gibbs, Jeanne. (2009). Building a caring community. Tribes Learning Community. Retrieved from
http://tribes.com/about/building-a-caring-community/
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January 10, 2013
Critical thinking in a world of accelerating change and complexity
I agree with this article and I do believe that social issue will be more and more complex and our
students from today who they are our future. It is for this reason that as a teacher we have to make
sure that they are ready to brave it. It is for this reason that teachers have to be well prepared. This
article was helpful for a new teacher as helping to ask myself the good question about the information. I
wish I would have read this article before because during my internship I had worried about my
students if they were developing their mind and they were able to distinguish the real and the unreal,
the true from the false, and the deep from the superficial. I wanted them to learn as much as it could be
possible. It is for this reason that I was always asking myself many times, many questions, but they
were not good as this article. I liked this article the questions could be applied to every subject. This
article emphases on the purpose, the point of view, the assumptions, the concepts and the interpret
information. It would have been helpful to get this article before my internship; I had stress about
making sure that my students were on the good track. I was asking all the time advice from my cooperative teacher. It is definitely a stress to teach to young kids. As a teacher, I want the best from my
students.
Elder, Linda & Paul, Richard. (2008). Critical thinking in a world of accelerating change and complexity.
Social Education, 72(7), pp. 388-391.
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Friday January 18, 2013
Lesson study: Teachers collaborating in lesson development
This article was very relevant and I liked the way this research was approached. Just like this
article emphasize about the subject, it is important that teachers work together. Also, they have to come
out of their isolation and must create learning opportunities for students. This means teachers have to
change the way they are teaching to adapt them for their students. Teachers have to adapt their way of
teaching on behalf of their students. It is one my priorities to be able to make my students improve as
much as they can and the best way to do it is by having good lesson plans. Just as the article
discusses, it is beneficial for students when the teacher is well prepared for their class. Also, I believe,
as the article presents, that lesson studies help teachers to develop themselves professionally. It is
important to know that through this research about social studies, we discovered that the groups that
had been observed liked to have hands-on activities and working in small groups. It is this way that
teachers changed the way they were teaching to adapt it to their students’ needs. By looking at this
group, we can conclude that lesson study is not fixed; it always changes depending on the group that
you are studying and it is for this reason that teachers have to be ready to change the ways that they
teach. It is not simple to be a teacher. You can use a technique of teaching with a group of students
such as team work and it works well, but the next year you may have to change it because your
students do not like it or they are not productive. It is important to be aware of this when you are a
teacher. Lesson study helps for the collaboration between teachers in a school, but this research is
interesting to look at through students and how important it is to adapt lesson plans.
Hubbard, Janie. (2007). Lesson study: Teachers collaborating in lesson development. Social Studies
and the Young learner, 19(4), pp. 25-29.
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Tuesday January 22, 2013
Geography: The essential skill for the 21st century
This article was clear about the fact that students need to develop their imagination and their
creativity. M. Nagel emphasizes students’ innovation could be in music or the arts, but I believe that
creativity can be everywhere in everything. I am not a good artist, but I believe that I could be good in
something else; this applies to students as well, they are not good in every subject, but we can help
them to innovate.
As the author stated “Imagination involves looking at a situation form a different perspective or
thinking of alternatives.” This proof that the author believes that there are many ways to develop
students’ imagination and I totally agree with the author.
It is important to teach students to solve problems, especially in geography where we can use
these six key steps: what is the problem; examine the potential causes of the problem; identify
alternatives to solve the problem; select an approach to solve the problem; implement the solution and
verify that the problem has been resolved. With these strategies, students would be ready to solve
different problems and be more successful in our rapidly developing society.
This article was accentuating the skills our students need and our 21st century how our society
will evaluate and change in the future. It was interesting to notice as much as the author want our
students to be ready for our future society.
Nagel, Paul. (2008). Geography: The essential skill for the 21st century. Social Education 72 (7), pp.
354-358.
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Monday, January 24th, 2013
Using photography to tell a story
This article was very interesting and helpful to help me see other ways of teaching; it has given
me new ideas as a new teacher. I believe it would be interesting to use photographs to capture events
and people beyond what we can explain with words. This would be wonderful for students who have a
hard time reading and writing.
I am expecting to use this strategy in class. It is going to be interactive and students will not
have the choice to use technology, which is going helpful for them to learn how to use technology
properly. I feel that using photography could be helpful to help students to tell a story about an event
such as a field trip or even in science to make observations about how a place could evolve throughout
a period of time. Students could even create a journal to accompany the photographs.
This idea would also be good for students because students will have to do research before
being able to do the photo story. This ensures that students will have to know about their subject before
they will be able to build up their story and portray their subject properly. It is important to know that any
children of any age are able to take pictures and to do a great work. It is for this reason that I believe
that it will be interesting for my students to do this kind of project and they could get evaluated on it.
Teachers could even extend the idea by giving the students a timeline to help them organize
when the moment happened during the historical event. This photography story would be a good idea
in order to give students the opportunity to put their hands on the project and give them the chance to
learn about a specific subject. I believe that students will want to work on this project and they will learn
while being engaged and having “fun”.
Using photography would ensure that students get the chance to learn how to use a camera to
take pictures and it will allow them to discover very quickly if they would be interested to become a
photographer. Students will learn to properly use the angle and the time of the day to change the mood
of their pictures. I believe that students using cameras to take pictures would be a good time for
students to learn about nature. This project will be more than social studies; it could be cross curricular
to involve science.
Thompson Susan & Williams Kayenta. (2008). Using photography to tell a story. Social Studies and the
Young Learners, pp. 20 (3), pp. 18-21. National Council for the Social Studies.
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Monday, January 24th, 2013
Biography from a variety of perspectives
This article was emphasizing how some people would use the perspective of people from the
past to help students understand the fundamental aspects of our history, such as Helene DeChamplain
who was Samuel DeChamplain’s wife. Samuel DeChamplain was one of the pioneers in Québec. He
never had the title of governor, but he was doing all the tasks. I am surprised that I remembered all
these names and this entire story when I read a book about Hélène DeChamplain.
This strategy is very well used because it provides students with the opportunity to read about
the historical moment and then the class discusses the subject. At the end, the teacher will challenge
the class to compose a biography similar to the one they have read.
Students will get the chance to do research about the subject, which could be about a pioneer
from New Brunswick for Acadia because I will be teaching French immersion. I believe it is important
that students learn about their culture and where they are from so I believe this activity will be a good
way to give students the opportunity to realize that it is important to learn French and they will stay in
the French program.
After reading this article, I realized that my own teachers were using this strategy with
me to learn about historical moments. I believe now that I will use it with my students because I
remember all the dates from the historical moments of Québec. To conclude, I believe it is a good way
to help students realize how much fun they can have learning history. Students could also get the
chance to understand more about the past than just “facts and dates”. Students would also get the
opportunity to develop their imaginations to create multiple perspectives about an important event such
as when New Brunswick got discovered.
Zarnowski, Myra. (2004). Biography from a variety of perspectives. Social Studies and the Young
Learner 17(1), pp. 22-24.
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Tuesday, January 29th, 2013
Historical thinking in the elementary years: a review of current research
I believe to become an effective history teacher we have to be able to learn these concepts.
History could be devised into two developments; first by our understanding of history and second
through the nature and the purpose of history teaching.
This article was perfect to develop my understanding of the place of history in the social studies
world which has been in there a long time. The subject of history was and is one of my favorite subjects
at school because history helps to create a national identity, to solve current problems and collect the
memory of our society.
I believe there is no age too early to start learning about history and this article confirms my
point of view because the earlier children begin to learn about history, the better they will develop
cognitively. I think history is one subject that could be very interesting for students by giving them the
opportunity to do a role play about a character such as Alexander Bell or Queen Elizabeth. It is for sure
that elementary students are too young to understand the concept of hypothesis and doing
investigation, analysis and interpretation.
I remember when I was a student I loved to learn where I was from or how Canada has been
developed. It would be great for my students to get the chance to compare the way that we are living
now and then. It is for this reason that I am very excited to teach history to my students.
To conclude, I think it would be great to include history into language arts because students
could develop a project about history by doing some writing and presenting it to the class. Students
could also get the chance to dress up as a time on the timeline and to discuss about this moment which
means students would have to do some research about the subject and share it with the class.
Von Heyking, Amy. (2004) Historical thinking in the elementary years: A review of current research.
Canadian Social Studies, 39(1). Retrieved from
http://www.educ.ualberta.ca/css/Css_39_1/ARheyking_historical_thinking_current_research.html i9
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Monday, February 1st, 2013
Planning a successful Field Trip
The topic of my last project was about doing a field trip; for this reason, I enjoyed this reading. It
was very interesting to get some tips to develop a good field trip. This article made me understanding
that every field trip that I had when I was in elementary school had a purpose such as going to Québec
parliament. In reason, a field trip has to be related to the curriculum.
The first tip is to well-design and well-plan the field trip which could lead to a new learning for
students. It is also possible to introduce the field trip by a variety of methods, but it is crucial to discuss
the objectives of the trip with the students by asking questions such as “why are we going?” and “what
do we hope to learn?” The teacher has to find a way to interest and encourage their students to want to
go to the field trip by creating a bulletin board, interest center, etc…
As a future teacher, I think that incorporating field trips into my teaching will be a great way to
give an opportunity to students to understand their learning with hands on activity such as going to
King’s Landing. This place is a good opportunity for students to compare and contrast then and now
which means what we have now compared to before and how much our life had changed over the
years.
As a student we never think about how much work it is to do a field trip. By reading this article, I
noticed that planning a field trip will need many steps such as contacting the people where we want to
go, getting transportation, parental permission, lunch, parent volunteers, and call everyone again a
week before to make sure everything is in place.
What happens to students during the field trip? It is for sure that as a teacher we have to keep
track of students during the field trip through methods such as counting head. As a teacher don’t we
want students to remember their field trip? It would be a great idea to bring a camera and a video to
create memories of the trip. It is for this reason that I will always bring a camera during a field trip and
this way at the end of the year, I would like to do a booklet of everything “fun” we did for every student.
This way they will always remember me and the awesome year that we had together.
After the field trip, it would be important for the teacher to ask questions about what they learned
and what they still want to learn about the topic. The teacher can take pictures and show them to
students and ask students what the picture is about.
To conclude, I think every student likes to go on a field trip because they do not know that they
are learning even if they are learning. They do have fun and it is a good way to introduce a new section
of the curriculum and to develop some of students’ skills such as using technology.
As a future teacher, I have the intention to introduce as many field trips as I can in my class and
I hope students will be willing to participate. Another interesting way to do field trips would be by a web
field trip which is a new concept that students go on internet and they can visit a place even if it is a
twenty hour of flight away.
Hickey, M. Gail.
Planning a successful Field
http://publications.socialstudies.org/yl/1403/140307.html
Trip.
National
Council
Social
Studies.
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