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 Total U.S. Urban Percent Rural PercentPopulation Population Population

Yr. 1850 23,200,000 3,500,000 15% 19,600,000 85%Yr. 1900 76,000,000 30,200,000 40% 45,800,000 60%Yr. 1920 105,700,000 54,200,000 51% 51,600,000 49%Yr. 1950 150,700,000 96,500,000 64% 54,200,000 38%Yr. 1970 203,200,000 149,300,000 72% 53,900,000 36%Yr. 1980 226,500,000 167,000,000 74% 59,500,000 28%Yr. 1988 240,900,000 176,100,000 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.

Activity: Work in pairs. {www.fno.org}

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.htmhttp://www.guilford.k12.nc.us/webquests/socialst.html

Lemonade StandThis 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 AdventureWelcome 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 AmericansStudent Webquest Links

Ancient GreeceAncient EgyptOregon TrailAncient Rome