Transcript Units 1 & 2 Teacher Tips

Third Grade Social Studies
Where do I begin?
Teaching Unit 1
and
Moving Forward with the Next Units
Marlo Mong
August 19. 2009
Out with the old. In with the NEW!!!
Day 1 QCC
• The text book tells me
what to teach.
• Day 1=Chapter 1=page 1
• Endless vocabulary lists
and multiple choice or
matching tests, then
move on to the next
chapter.
Day 1 GPS
• Start with introducing
concepts so students can
build important schema
• Design an authentic
activity/task that will
demonstrate student
understanding
• Think about trade books
that will enrich the content
being taught.
Here’s a Curriculum Map…
…the Curriculum Map
Here’s a framework…
Here’s a framework…
Here’s a framework…
More of a Framework…
Teaching Unit 1
• Think about all you do to teach
routines and procedures at the
beginning of the year…this is unit 1!
– Lasts about 2 weeks
– Introduces all the Enduring Understandings
that will be used in Social Studies
– Accesses students’ prior knowledge
– Builds the scaffolding needed to understand
historical, geographic, government, and
economic concepts.
– A great way to integrate reading strategies
and good literature in this unit and beyond!
K-5 Suggested Enduring Understandings
Here’s a Unit 1 Lesson Example
This Is the Way We Go to School
by Edith Baer and illustrated by Steve Bjorkman
Connecting Theme: Location
Enduring Understanding: The student will understand that where
people live matters.
1.
2.
3.
4.
Introduce the story the story to students and incorporate all the reading strategies
you use when you do a read-a-loud.
After reading the story, share the map on the last page that shows where all the
students live. Have students work in pairs to put the “kids” from the story on your
classroom map. (This is a perfect place to do a quick map skills review
game…who lives north of the equator, who lives west of Africa, who lives in the
Eastern hemisphere, etc.)
Lead students in a discussion on why they think these students “go to school” the
way they do, focusing on how location has an impact on everything.
Student pairs will complete a Venn Diagram comparing where they live to the “kids”
they placed on the map.
Now what do I do?
• Introduce a “Concept Wall” to your students
– Visual reference to help students organize their learning
– Bulletin board, permanent marker on white board, Smart
Board flipchart, interactive notebook
– Connecting Theme and Enduring Understandings listed at
the top
– Include broad essential questions
– SS GPS listed under appropriate Enduring Understanding
– Examples from lessons, important vocabulary, student
work, book covers
It could look like this…
Or this!
Photo courtesy of Yvette Welch,
Gilmer County Schools
Using the Next Units
• Now that you have helped students understand
the themes of Social Studies, now it is time to
teach the content!
• Add to your concept wall!
– The broad and specific essential questions that will
guide student learning.
– Here is where to include the standards you are
going to teach.
– Include important content vocabulary for the unit.
– Visuals of the sponge and “hook” activities you will
use to introduce the next unit to your students.
How do I know what concepts to teach?
• Use your curriculum map!
– Unit One on every map lists the
concepts used for the rest of the
year
– Every piece of content for the rest
of the year is listed under a
relevant concept
• These are suggestions – make them
work for your class!
• Keep up with it all using a
concept wall.
Teaching Historical Figures
 SS3H2 The student will discuss the lives of Americans who expanded people’s rights and
freedoms in a democracy.
a.
b.
Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune
(education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights),
Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (worker’s rights)
Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they
overcame them.
Marlo, that’s 3
domains! How
do I put it all
together?
 SS3G2 The student will describe the cultural and geographic systems associated with the
historical figures in SS3H2a.
a.
b.
c.
d.
e.
Identify on a political map specific locations significant to the life and times of these historic figures.
Describe how place (physical and human characteristics had an impact on the lives of these historic figures.
Describe how each of these historic figures adapted to and was influenced by his/her environment.
Trace examples of travel and movement of these historic figures and their ideas across time.
Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural
identification.
 SS3CG2 The student will describe how the historical figures in SS3H2a display positive
character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience and
expression, and respect for and acceptance of authority.
Teaching Historical Figures
• Start with character traits
– Introduce vocabulary
– Create a chart that describes traits
– Give examples of character traits in people important to students’
lives
– Refer to chart every time you study a historical figure
• Integrate Social Studies and ELA
–
–
–
–
Teach non-fiction reading strategies with biographies
Emphasize the reason historical figure is in the standard
Think about character forming events and impact on society
Discuss differences between what is significant and what is “cool”
Using Biographies
How can I do this with students?
• Working in small groups, look at the timeline. Pick 3 - 5 events and
explain how the events you chose are significant to the life and times of
the historical figure.
• Read the biography for your chosen figure and list a fact that describes
the importance of the events you chose from the timeline.
– How did the historical figures actions help or hurt those around them?
– What beliefs led to the decisions made by the historical figures?
– What did we learn from the beliefs and ideals of these historical figures.
• Create a word map that describes how the historic figure displays
positive character traits that helped reach his or her beliefs and ideals.
Foundations of the
United States of America
Paul Revere: What was his role in the
independence movement?
• This is not a unit on the life and times of Paul
Revere or the complete history of the American
Revolution.
• Give students basic background of the American
Revolution through “the eyes” of Paul Revere.
• Son of Liberty???
• Why? Think about his beliefs and ideals.
• What about his beliefs and ideals made him feel
that change was necessary?
• Significant location:
• Boston, MA was a major harbor for the colonies
Something to think about…
The “midnight” ride
• Be careful! The Longfellow poem is
not historically accurate!
• From The Midnight Ride of William
Dawes by Helen F. Moore, published
in Century Magazine, 1896
‘Tis all very well for the children to hear
Of the midnight ride of Paul Revere;
But why should my name be quite forgot,
Who rode as boldly and well, God wot?
Why should I ask? The reason is clear –
My name was Dawes and his Revere.
Final Thoughts
• Remember, Unit 1 is the key! Connect the Social Studies
curriculum to what students already know.
– Front end planning and instruction will pay off in the long run.
– Students will know more than memorized dates, names, and places.
– Make the concept wall an integral part of your teaching…it will help
you and the students make connections within and between
concepts.
• As you begin to teach the standards in Unit 2 and beyond
always, always, always refer back to the Enduring
Understandings on your concept wall.
• Integrate reading and social studies as often as you can!
• Any questions or comments?