Using Technology to Teach
Social Studies
Lori Krane, Ronnie DeSalvo,
Margo Lorber
6/2001
Technology & Social Studies
Connections
• Standards: National (NCSS) and NYS Standards: group
review: discuss, review, group analysis of standards:
Significance of the new learning standards? Value of
technology?
• Assessments: National and NYS Assessments:
• jigsaw 3 components
• work in pairs to do an item analysis
Review standards, item analysis of
assessments….
What do students need to know?
• Primary Sources (DBQs): charts, graphs, maps,
posters, articles, etc.
• Skills: Reading, Writing, Interpreting
How can we help students?
• Technology:
– Internet: search for primary documents
– Word, PowerPoint, Publisher, Inspiration, Neighborhood Map Machine,
Timeliner, Excel, Graph Club, Cornerstone
– Webpages/Webquests
NYS Social Studies Standards:
5th Grade
• History of the U.S. and New York
• World History
• Geography
• Economics
• Civics, Citizenship, Government
Standards/Student Work:
– NYS Standards
– NYS Sample Student Work: K-5
NYS 5th Grade Assessment
• 1: Multiple Choice: 50%
• 11: Constructed Response: 20%
• 111: DBQ/essay: 30%
1: Multiple Choice: 50%:
item by item analysis
• Vocabulary
– community, scarcity, interdependence
• Primary Sources
– maps, graphs, legislative branch
• Prior knowledge
– July 4th, stripes on flag, capitol of NY, Bill of
Rights
11: Constructed Response: 20%
Read a passage. Answer related questions.
The Algonquins were the first people to live in the southeastern part
of New York State. Their leader, called a sachem,settled
problems with the advice of a council. Although women could
not be sachems, they chose the sachem for the tribe.
– 1) Which letter on the map below shows the area of New
York State where the Algonquins lived?
– 2) Who helped the leader in his attempts to settle problems?
________________________________________________
– 3) In Algonquin life,what power did women have in
governing the tribe?
______________________________________________
11:
Constructed Response: 20%
Read a chart. Interpret chart.
{Source:—Silver Burdett &Ginn Inc.(Adapted)}
Year
Yr. 1850
Yr. 1900
Yr. 1920
Yr. 1950
Yr. 1970
Yr. 1980
Yr. 1988
Total U.S.
Population
23,200,000
76,000,000
105,700,000
150,700,000
203,200,000
226,500,000
240,900,000
Urban
Percent Rural
Percent
Population
Population
3,500,000
15%
19,600,000
85%
30,200,000
40%
45,800,000
60%
54,200,000
51%
51,600,000
49%
96,500,000
64%
54,200,000
38%
149,300,000
72%
53,900,000
36%
167,000,000
74%
59,500,000
28%
176,100,000
73%
64,800,000
27%
•In 1980, how many people lived in the United
States?________________________
•In which year were the populations of urban areas and rural
areas about equal?____________________
•Did the total population of the United States increase more
from 1920 to 1950 or from 1950 to 1970?
111: DBQ/essay: 30%
Directions:This part f the test is designed to find out how well you think and write in
social studies.You will have about 1 1/2 hours to work on this part of the test.
Historical Background:In June 1985,the people living in the town of Rose,New
York, were told that the United States Postal Service planned to close their town ’s
post office.This meant that the people of Rose would have to get their mail from
another town ’s post office, and would have other post office services (such as
buying stamps and sending packages) for only three hours each day with no
Saturday service. The attached documents are from June 1985 through April
1994.They tell and show what the people of Rose,New York, did in their town after
they heard the news.
Task: Write an essay about the people of Rose and their post office. In your essay,tell
how the people of Rose felt about their post office and give examples f what the
people did together as a community,or separately as citizens, to help save their post
office.
Before you write your essay,look at the documents labeled 1 through 8.Then complete
.
the notes
Insert components of DBQ here.
Numerical Literacy:
Go with your partner to the New Haven County and then open a second
window in Netscape (from FILE menu) and go to Fairfield County Connecticut County Data available from the US Census. Adjust the two
windows so the numbers line up side by side for comparison purposes.
Visual Literacy:
How do we use photographs, drawings, paintings, and other
visual material as information rather than mere decoration or
illustration?
Go to the search engine to find a picture about "coal breaker
boys." Type the words "coal breaker boys" into the search box.
Who is the leader of this group? Write down your choice and then make
a list of at least reasons why you selected that one person over the others.
Make your reasons as specific as possible, supplying the visual data, details
and evidence to build your case.
Create your own unit design.
Internet Sources for Primary Documents:
http://memory.loc.gov/ammem/ndlpedu/features/archive.
html
Webquests:
Social Studies Webquests:
http://curry.edschool.virginia.edu/go/workshop98/sessions/webquest/list.html
Jamesquest•
http://curry.edschool.Virginia.EDU/go/jamesquest
JamesQuest is a set of WebQuests based on Jamestown, the first permanent English colony in the New
World.•Part of the Jamestown Virtual Colony developed by the University of Virginia, it includes
individual webquests based on Powhatan natives, slaver y, colonial government, and religion.
http://potosisd.k12.wi.us/hefty/chefty/ss_wq.htm
http://www.guilford.k12.nc.us/webquests/socialst.html
Lemonade Stand
This WebQuest will help students learn about the importance of individual jobs in the
community.
Students will apply the terms "specialization" and division of labor" in operating their own
business.
Map Adventure
Welcome to Map Adventure! You are going to learn about different types of maps and be
able to locate your home address on a map.
Webquests:
Native Americans
Student Webquest Links
Ancient Greece
Ancient Egypt
Oregon Trail
Ancient Rome