Transcript Social Studies 3

Owen Zachary Mong
Getting Acquainted
Marlo Mong
Social Studies Program Specialist
1754 Twin Towers East
Atlanta, Georgia 30334
Office phone: 404-463-5024
Email: [email protected]
Group Norms and Housekeeping
Group Norms:
 Ask questions
 Remember, there are
no dumb questions!
 Work toward solutions
 Take ownership in the
redelivery. These are
guidelines to help you
prepare classroom
teachers.
Housekeeping:
 Parking Lot
 Questions & Concerns
 Needs
 Breaks & Lunch
 Restrooms
 Phone calls
 Please restrict to
emergencies
Professional Learning Units (PLUs)

Local systems award PLUs
 MUST
bring form to sign FROM SYSTEM
 DOE does not provide PLU forms

Trainer will ONLY sign forms at end of day
 If
you need to leave early for any reason, trainer will only sign
for time you were actually in training


CANNOT sign forms retroactively
All information was in training letter that went to systems
on June 13th, 2007.
Today’s Agenda
Redelivery & Online Training
updates
 Content Area Seminar
 Revisiting Conceptual Theory
 Using Enduring Understandings &
Essential Questions

Small Group Discussion:
Redelivery process?
1.
At your table, discuss the redelivery process for your
school system. Include these points in your discussion.
 Success stories?
 Troubleshooting?
2.
Pick one person to share. Each small group will report
to the whole the following:
 Positive aspects
 Major concerns/issues
Online Training Update
Day 1 up and running
 Access through www.georgiastandards.org
 Comments from those who have used it
 Day 2 in development
 Anticipate active in early 2008
 Same format as Day 1
 Access through georgiastandards.org

CONTENT KNOWLEDGE SEMINAR
ECONOMICS IN 3-5
Chris Cannon
Teacher on Assignment
Econ Reference Sheet




Intended as a refresher/overview
NOT “all-encompassing”
No influence on CRCT
When in doubt, ask
What’s there?
•
3rd Grade
–
•
4th Grade
–
–
•
Productive resources, role of Government, trade,
personal economic decisions
Various concepts linked to history standards
Personal budget and personal decisions
5th Grade
–
–
–
–
Same concepts in 4th grade
3 sectors of economy
Consumer/business interaction
Personal budget and personal decisions
What’s the big idea?
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Want to introduce students to the themes, concepts,
and ideas that recur in econ
4th and 5th use the same concepts in the 1st econ
standard
Economics is a true ladder, particularly in personal
finance
Focus on getting students to understand the concepts
first, then can apply
What’s the big idea?
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Scarcity/Opportunity Cost
Incentives
Gain from Trade
Interdependency
Government Interaction
Consequences of Decisions
with Play-Doh!
What can I do with it?


Using the Play-doh activity as a base and your
standards, identify how this activity could help you
teach various aspects of your standards.
Discuss with small group and prepare to share with
the large group.
CONTENT KNOWLEDGE SEMINAR
AMERICAN GOVERNMENT IN 3-5
Dr. Bill Cranshaw
Program Manager
What drives our government?

Beliefs and Ideals
 The
student will understand that the beliefs and ideals
of a society influence the social, political, and economic
decisions of that society.

Time, change, and continuity
 The
student will understand that while change occurs
over time, there is continuity to the basic structure of
that society.
Beliefs and Ideals and Government



What beliefs and ideals do we have about our
government?
Where do these beliefs and ideals originate?
Why do we believe these ideals?
Beliefs and Ideals
•
Government of the people
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•
Government by the people
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–
•
“We the people…ordain and establish…”
Government derives it authority from the people
Right to vote not denied
Popular sovereignty
Government for the people
–
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“promote the general welfare, secure the blessings of
liberty”
Government exists for to serve the people
Beliefs and Ideals: From Where?

Things from the past influence us (Time, change, and
continuity (SS3H1)
Olympics (SS3H1a)
 Buildings (see pictures) (SS3H1a)
 Government (Beliefs and Ideals)


Athenian government

Democracy
Direct (Athenian)
 Representative (U.S.)
 Popular sovereignty (citizens decide)
 Power resides with citizenry

The Goal




Things in our government come from many sources.
One is Ancient Athens’ ideas on government.
There are many other places we got ideas, but for
this grade we only want to begin to get the idea
across that we use things from the past.
Ladder curriculum, begin idea that we use things
from the past.
As we move to upper grades learn about other
places we got ideas on government.
Conflict and Change and Government

Conflict and Change
 The
student will understand that when there is conflict
between or within societies, change is the result.
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What is conflict?
Why does conflict produce change?
What is change?
Examples of conflict and change in the U.S.
 American
Revolution
 Civil Rights
Conflict and Change and
The Constitution

Early Structure (Colonial)



American Revolution

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Individual colonies direct relations with England
Separate entities, no real unity
Need to work united
Concerned about individual sovereignty
Articles of Confederation
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Weak central government
No executive
Each state 1 vote in legislature
States held supreme power
Did not work
Conflict and Change and
The Constitution

Continental Congress (Constitutional Convention)
 Issues
 Power
 Rights
of states
 Rights of individuals
 Slavery
 What
were the conflicts?
 How were they resolved?
Conflict and Change and
The Constitution

Power
 Separation
of powers
 Checks and balances

States Rights
 Bicameral
legislature
 Representation
by population
 Representation same for all
 The Great Compromise
 Enumerated
Powers
Conflict and Change and
The Constitution

Slavery
Did not mention
 Slave trade prohibition delayed 20 years
 3/5 compromise


Individual Rights
Federalist vs anti-federalists
 Bill of Rights

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Changing times and ideas
Amendments
 Prohibition

REVISITING
CONCEPTUAL TEACHING
Would you rather your students…


Be able to list all European explorers and where
they first made contact with the Native Americans
Be able to list all of the changes made in writing
the Constitution
or


Be able to discuss the impact movement and
migration have using example from European
exploration in the 16th century?
Be able to explain the role of conflict and
change throughout history using examples from the
Constitutional Convention?
Three principles of
Conceptual Teaching
Principle #1: Existing understandings &
knowledge foundation for new learning.
 Principle #2: Essential role of factual
knowledge and conceptual frameworks in
understanding.
 Principle #3: The importance of selfmonitoring.

How is conceptual teaching different?

Topic Based
 Facts and activities
center around specific
topic .
 Objectives drive
instruction.
 Focus learning and
thinking about specific
facts.
 Instructional activities
use a variety of
discrete skills.

Standards Based
 Use
of facts and activities
are focused by enduring
understandings.
 Essential questions, drawn
from enduring
understandings, drive
instruction.
 Facts are learned to
understand transferable
concepts and ideas.
 Instructional activities call
on complex performances
using a variety of skills.
CREATING AND USING
ENDURING UNDERSTANDINGS
Purpose of EUs

In order to teach conceptually, you must use Enduring
Understandings because...
 Each
unit teaches 2-3 concepts at a time
 Creates scaffolding to organize facts
 Uses broad statements that apply to many situations
 Relates facts to what students already know

How do we teach conceptually using Enduring Understandings?
 Introduce
the Enduring Understandings at the beginning of the
year using real world experiences.
 Unit 1 is the key! Watch this video…
EU’s are the vehicle by which we do conceptual teaching
Enduring Understandings
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Conceptual understandings drawn from and
supported by critical content (Erickson, 71)
Provides language to link themes and concepts to
standards, knowledge and skills.
Basis of conceptual teaching


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Provide scaffolding
Standards provide specificity to concepts
Written in sentence form in the present tense
This is essence of what students should take from the
unit.
Enduring Understandings



Deeper, transferable ideas that arise from fact-based
studies
Statements of conceptual relationships
Transfer across time and across cultures
 Exemplified
through the fact base
 Transcend singular examples

Characteristics
 Broad
and abstract
 Generally timeless
 Universal
 Examples vary, but support truth of EU
H. Lynn Erickson. (2002).
Concept Based Curriculum
and Instruction, p. 83.
Pick the
Enduring Understandings…
1.
2.
3.
4.
5.
European exploration produced a
change in the new world.
Conflict causes change.
Ethnic groups in the United States have
developed social organizations.
People move to meet needs and wants.
Migration of cultures creates changes in
beliefs and ideals.
Kid Friendly Examples


6-12 Movement/Migration: TSWUT the
movement or migration of people and
ideas affects all societies involved.
3-5 Movement/Migration: TSWUT when
people move to new places, changes
occur for those who move and for those
who already live there.
Writing Enduring Understanding

Develop “Kid
Friendly” EU’s for
these UCTs
 Beliefs
and Ideals
 Conflict and Change
 Distribution of Power
 Individuals, Groups
and Institutions

Use this checklist
 Written
as sentence
using present tense
 Used in multiple units
 Applies to different
grade levels/courses
 References actual
concepts/themes
from the unit
CREATING
ESSENTIAL QUESTIONS
USING
ENDURING UNDERSTANDINGS
What is an Essential Question?

H. Lynn Erickson
 Specific,
open-ended, thought provoking questions that
probe the factual and conceptual levels of
understanding (p.164)

Learning Focused Schools (Thompson)
 Generally
related to the specific learning objectives of
a lesson
 Can be answered by students with instruction
What is an Essential Question?

Wiggins and McTighe
 Represent
a big idea that has enduring value beyond
the classroom
 Reside at the heart of the discipline (doing the subject)
 Offer potential for engaging students

GaDOE Social Studies folks
 EQ’s
get to the heart of enduring understanding
 Help students relate the factual knowledge to the
concepts in the unit
 May or may not have a definitive answer
 Goes beyond yes and no answers
Essential Questions
The essential question can be developed in two different ways. It is
important to develop both types in your unit course plan.

Broad, overarching.
 Go to heart of discipline
 Re-occur naturally in the
discipline
 May not have a right
answer
 Raise other important
questions

Unit, content specific
 Related to specific aspects
of content
 Frame specific set of
lessons or unit
 May be answered as
result of lesson,
 May not have a definitive
answer
Examples of Broad & Specific EQs
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


EU: The student will understand that the movement or
migration of people and ideas affect all societies involved.
Kid Friendly EU: The student will understand that when people
move to new places, changes occur for those who move and
for those who already live there.
Possible broad EQs
 How does migration impact the lives of people new to the area?
 How does migration of new people or ideas to an area affect those
who already live there?
Possible specific EQs
 How did European migration affect Native American life?
 How did the Europeans’ lives change as a result of movement to the
British Colonies?
Creating Essential Questions
Activity #2
1.
Using the “kid friendly” Enduring Understandings you just
developed, pick 1 EU and create 2 BROAD Essential
Questions and 2 SPECIFIC Essential Questions.
Remember the difference between broad and specific EQs.
 The EQ does not always have a single answer.

2.
3.
Remember to base your essential questions on your
ENDURING UNDERSTANDING and related GPS content!
Write your Enduring Understanding & Essential Questions
onto chart paper and post.

Pg. 16 in the Facilitator’s Guide
What’s next?



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
Begin redelivery of Day 2 to your school system.
Pick another different, but still “favorite,” SS unit to teach
and a reading/ELA unit.
Think about the resources you use to teach your favorite
units to share with others. We will do another “Give
One~Get One” activity with resources.
See you at Days 3 & 4. Remember it will be two days in
a row!
Thank you very much for being here today!
Any other questions or concerns?
Contact Information


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
Dr. Bill Cranshaw
 Social Studies Program Manager
 [email protected]
 404-651-7271
Marlo Mong
 Program Specialist (K-5 Focus)
 [email protected]
 404-463-5024
Sarah Brown
 Teacher on Assignment (K-2 Focus)
 [email protected]
 404-651-7859
Chris Cannon
 Teacher on Assignment (6-12 Focus)
 [email protected]
 404-657-0313