Vertical Conversations for

21st Century Teaching and LearningBeth Ratway

Senior Consultant

March 18, 2010

When the question: 'What's new?' is pursued at the expense of all other questions, what follows in its wake is often an endless flood of trivia and fashion. I wish to be concerned with the question:

'What is best?' for this question cuts deeply, rather than broadly sweeping over everything."

Robert Pirsig, Zen and the Art of Motorcycle Maintenance

MY MANTRA

Start in common groups

• What topics and content should we focus on for this work?

How can we make social studies manageable and meaningful?

Finding the common ground

POWERFUL PRACTICES

What are the most powerful ways to get students engaged in the social studies

classroom?

What do you remember…

Recommendations for Best Practices in Teaching Social Studies*

· Students of social studies need regular opportunities to investigate topics in depth.

· Students need opportunities to exercise choice and responsibility by choosing their own topics for inquiry.

· Social studies teaching should involve exploration of open questions that challenge students’ thinking.

· To make real the concepts being taught, social studies must involve students in active participation in the classroom and the wider community.

· Social studies should involve students in both independent inquiry and cooperative learning, to build skills and habits needed for lifelong, responsible learning.

· Social studies should involve students in reading, writing, observing, discussing, and debating to ensure their active participation in learning.

· Social studies learning should be built on students’ prior knowledge of their lives and communities, rather than assuming they know nothing about the subject.

· Social studies should explore a full variety of the cultures found in America, including students’ own backgrounds and understanding of other cultures’ approaches to various social studies concepts.

*Best Practice New Standards for Teaching and Learning in America’s Schools by Steven Zemelman, Harvey Daniels, Arthur Hyde, 1998

Strategies Covered

• Secondary Sources– Main Idea to Details

• Big Picture (48)• Agree/Disagree (51)

– Details to Main Idea• Conceptual identification

(63)• Using Subheadings (65)• Generating Main Ideas

(68)• Half Page Solutions (77)

• Primary Sources– APPARTS– SOAPS

• Evaluation• Assessment

Strategies for today• Writing Strategies

– Thesis (141)• Identify key elements of thesis

statements• Identify effective theses• Score theses• Pose question – create thesis• Topic sentence analysis

– Supporting Paragraph (144)• Reconstruct paragraph• Score paragraphs• Answer essay questions• Question, topic, evidence• Topic Sentence Note card

– Conclusion (148)• Thesis and clincher sentence• Score conclusions

• Synthesizing Strategies– Categorization (86)

• Define categories – explain changes• Categorize list of terms

– Generalization (90)• Demographic data• List of evidence• Factual information that

demonstrates change

– Evaluation (101)• Examine documents• Consider arguments• Analyze information

– Full synthesis (112)• Topic• Factual information• Rank• Topic sentence• Justification

Strategies for today• Writing Strategies

– Thesis (141)• Identify key elements of thesis

statements• Identify effective theses• Score theses• Pose question – create thesis• Topic sentence analysis

– Supporting Paragraph (144)• Reconstruct paragraph• Score paragraphs• Answer essay questions• Question, topic, evidence• Topic Sentence Note card

– Conclusion (148)• Thesis and clincher sentence• Score conclusions

– Core Structure

• Synthesizing Strategies– Categorization (86)

• Define categories – explain changes• Categorize list of terms

– Generalization (90)• Demographic data• List of evidence• Factual information that

demonstrates change

– Evaluation (101)• Examine documents• Consider arguments• Analyze information

– Full synthesis (112)• Topic• Factual information• Rank• Topic sentence• Justification

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Core Subjects & 21st Century Themes

Standards & Assessment

Information, Media, and Tech Skills

Curriculum & Instruction

Professional Development

Learning Environments

Learning and Innovation Skills

Life & Career Skills

Partnership for 21st Century Skills

21st century Skills• CREATIVITY AND INNOVATION

– Think Creatively– Work Creatively with Others– Implement Innovations

• CRITICAL THINKING AND PROBLEM SOLVING– Reason Effectively– Use Systems Thinking– Make Judgments & Decisions– Solve Problems

• COMMUNICATION AND COLLABORATION– Communicate Clearly – Design Communication Products– Collaborate with Others

• INFORMATION LITERACY– Access and Evaluate Information– Use and Manage Information

• MEDIA LITERACY– Access and Manage Media– Understand and Analyze Media– Create Media Products

21st century Skills cont…• ICT LITERACY

– Access and Apply Technology Effectively• FLEXIBILITY AND ADAPTABILITY

– Adapt to Change– Be Flexible

• INITIATIVE AND SELF-DIRECTION– Manage Their Goals and Time– Work Independently– Be Self-directed Learners

• SOCIAL AND CROSS-CULTURAL SKILLS– Interact Effectively with Others– Work Effectively in Diverse Teams

• PRODUCTIVITY AND ACCOUNTABILITY– Manage Projects– Produce Results

• LEADERSHIP AND RESPONSIBILITY– Guide and Lead Others– Be Responsible to Others

What does this look like in practice?

Engaging Instructional Strategieshttp://www.edutopia.org/edutopia-video

Process for today’s work

Campfire:

Water cooler:

Cave:

1. Review the strategy through CWC processing

2. Look at it as a 21st century practice

Synthesis

Categorization, Generalization, Evaluation

Categorization: the basic cognitive process of arranging into classes or categories

Campfire: Read through pp. 86-87

Water cooler (Vertical groups):Missouri Compromise

Dred Scott CaseKansas Nebraska ActFugitive Slave laws

SecessionSlave rebellions

Radical AbolitionismUncle Tom’s Cabin

What does this look like in practice?

Thinking Like A…

Historian Economist

Psychologist

Behavioral Scientist

Geographer

Political Scientist

Anthropologist

Sociologist

Thinking Like A…

Historian How are we connected to events and people of the past? What has changed? What has remained the same? Where could you gather other information? What type

of inf ormation? What are f acts and what are opinions? How did past decision or actions aff ect f uture choices? What impact did this have? What were the eff ects? What are the implications of this for the present? How

does it help us make sense of what is happening today? What were the causes? What historical events led to

this? How did people at this time view their world?

Economist Why do we have to make choices? What are the costs involved? What do we need to make things change? What incentives do people f ace? How have past economic choices aff ected this? I s there a relationship between the type of

economy and the situation? What are the economic consequences of this on the

f uture?

How are people making voluntary exchanges?

Psychologist What were the situational f actors (e.g., location,

culture, etc.) that caused/ contributed to this event taking place? How did the personalities of the key participants play a role?

What mental/ cognitive processes played a role (e.g., patterns in thinking, attitudes)?

What emotional processes played a role (e.g., fear)? How did the biological/ neurological make-up of the

individuals concerned contribute to behavior seen

Behavioral Scientist

How are people alike and diff erent? Why do people act the way they do? What do people do to get along? When does the present become the past? What impact does this have on the society? How did the make up of the society impact

the situation?

Geographer

How does geography aff ect history, economics, government and the culture of people?

What changes do people make to their environment?

What is this place like and why? How is this place changing? How is this connected to other places? What would it be like to live here?

Political Scientist How do people govern themselves? Why do people need so many levels of government? What can I do to help? I f this happens then what are the political consequence? What rules do they live by? Where do they come f rom? What is the political structure? How did it impact the situation? Who has emerged with the situation with more/ less power? What events changed the political relationships? Did the situation require a response f rom government? I f so, why?

I f not, why not? I f the situation requires action by government, which level is

appropriate? How has society changed as a result of the actions undertaken/ or not

undertaken by government? What are the political consequences as a result of the events that

have taken place? Should people attempt to influence government and, if so, how can

they do so in a democracy?

Anthropologist What are the value and belief systems of the

cultures involved? How are the people involved related? What diversity of cultures exist and how does

this impact the issue? What are the f act and opinions? How and what ways does the past become

important to this issue?

Sociologist How are personal troubles related to public issues? How does social structure enable and constrain individual action? What can we learn by looking at multiple points of view when looking

at a social issue or situation? How do people interact and relate to one another in social groups,

such as f amilies, organizations, religious institutions, voluntary associations, and neighborhoods?

I n what ways is human social diversity, by class, race, ethnicity, gender, physical ability, language and so f orth, both a barrier and a bridge to people living cooperatively with one another?

Why do we have social inequalities of power, status and resources, and how might we address the adverse consequences of such inequalities?

What causes social disorder, crime and violence, and what are eff ective ways to control them?

Cave: Create your own

Generalization: reasoning from detailed facts to general principles; an idea or conclusion having general

application

Campfire: Looking for patterns or relationships between the

categories. Students need to identify similarities and/or difference contained within the data that can be used to support broad statements and create generalizations

Puerto Rico

CommonwealthIndependence

StatehoodUnited States

Generalization

• Puerto Rico is under the control of the United States but some Puerto Ricans want to change their political relationship with the U.S.

European Exploration

CrusadesTechnological advances in navigation

Printing PressMarco Polo’s travels to China

Renaissance spirit

Generalization

• Prior to 1500, changing ideas and technology in Europe led to the Age of European Exploration

Another strategy

• PG 198

http://www.ddguild.org/http://www.digitaldocsinabox.org/

What does this look like in practice?

Cave: Create one for your level

Evaluation: the act of judging or assessing a person or situation or event

Campfire: Look at pg 101

Water cooler (Vertical groups):Building a case – pp 101-105

What does this look like in practice?

Historical Scene Investigation

http://hsionline.org

Cave: Create your own

Synthesis: The combining of separate elements or substances to form a coherent whole

Campfire:• Categorize information• Make meaningful generalizations

about that category• Evaluate the relative importance of

information within a category• Evaluate the relative importance of

categories to support a thesis statement

To what extent and in what ways did the Great Depression and the New Deal alter Americans’

perception of the legitimate role of government in the economic and social life of the united states? (p.113)

• Stock market crash• Hoovervilles• Keynesian economic

theory• New Deal• Dust Bowl• National Labor

Relations Act• Huey Long

• Securities and Exchange Commission

• National Recovery Administration

• Tennessee Valley Authority

• Trickle-down theory• Social Security Act• Eleanor Roosevelt• Fireside chats

http://vimeo.com/2575533

What does this look like in practice?

Cave: Create your own

Writing (pg 152)

Thesis, Support, Conclusion, Core Structure

Thesis

Campfire:• Fully addresses the question asked• Takes a position with regard to the

question asked• Provides organizational categories

that will be used in the essay

Identify the key elements in each thesis

• The US was justified in dropping the atomic bomb on Hiroshima for both military and moral reasons

• The US was not militarily or morally justified in dropping the atomic bomb on Hiroshima

Use the key elements in each thesis to determine which one is best

• While the Progressive Era reforms did success in improving conditions for most Americans, people were often neglected and forced to fight for justice and opportunity on their own

• While the Progressive Era reforms did succeed in improving conditions for most Americans, African Americans and Native Americans were often neglected and forced to fight for justice and opportunity on their own

• Progressive reformers achieved a lot during the Progressive Era

Write a thesis statement

• How did the Versailles Treaty contribute to Hitler’s rise to power?

Another strategy

• PG 143-4

SupportCampfire:• A topic sentence that relates back to the thesis,

introduces the major topic of the paragraph and a category of analysis

• Logically organized evidence with interpretive commentary that supports the thesis

• A clincher sentence that ties the paragraph together and links it back to the thesis statement (may be a transition)

Water cooler (Vertical Teams):How did the Versailles Treaty contribute to Hitler’s rise to

power?• Topic sentence• Evidence and Interpretative commentary• Clincher sentence

ConclusionCampfire:• Reinforce the significance of the evidence

presented in the essay to the question asked. It does not merely restate the thesis statement or the arguments already presented. It reinforces the thesis, synthesizes the clincher sentences and answers the question “So what”

Water cooler (Vertical Teams):How did the Versailles Treaty contribute to Hitler’s

rise to power?• Reinforce thesis • Synthesize• Addresses “So what?”

Core Structure

Campfire: pp.149-151

Water cooler (Common groups):Remake the worksheet on pg 151

into something you would use

http://www.slideshare.net/cliotech/blogs-in-social-studies-classrooms http://dl1.yukoncollege.yk.ca/ckedhanscomblog/http://wvde.state.wv.us/strategybank/WritinginSocialStudies.html http://home.comcast.net/~mruland/Skills/skills.htmhttp://hamiltonssverticalteam.wikispaces.com/

What does this look like in practice?

Cave: Create your own

Designing a roadmap – work in common groups to incorporate synthesis and writing into your curriculum

Share out – vertical groups

• How are you incorporating synthesis?• How are you incorporating writing?• What are our next steps?

Final Reflection

• I Expected• I Got• I Value• I Need (beth.ratway@learningpt.org)

My challenge to you:

During your work continually ask yourself –

How can we all work together towards this common purpose to prepare all kids for the

21st century?

How can we think outside of the box and be innovative?

The only man who is educated is the man who has learned how to learn...how to adapt and change.

Carl Rogers, Freedom to learn, 1969

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Beth Ratway

P: 630-649-6565 F: 630-649-6700

E-Mail: beth.ratway@learningpt.org

1120 East Diehl Road, Suite 200Naperville, IL 60563-1486