What Really Matters Teaching the K-2 Social Studies GPS Sarah Brown Georgia Department of Education...

What Really What Really MattersMatters

Teaching the K-2 Teaching the K-2 Social Studies Social Studies

GPSGPS Sarah BrownGeorgia Department of

EducationTeacher on Assignment

Phase IV: Days 5 & 6

Agenda:Agenda:• Unit One review/recap/video• Response to Intervention• Model Integrated Lessons• Model Differentiated Lessons • Vanishing Georgia• Concept Wall review/recap/video• Content question & answer• Methodology question & answer

Professional Learning Professional Learning UnitsUnits

• Same rules as last year:– GADOE does not award PLUs.– We will sign verification sheets at

the END of the two-day session.– We CANNOT verify your attendance

otherwise.• If you have questions, please ask the

Professional Learning Coordinator in your school or district.

Ground Rules:Ground Rules:

• Speak loudly.• Hush if it’s not your turn to

speak.• We will eat lunch.• We will break in the morning

and in the afternoon.• Laugh at Sarah’s jokes,

please.

Questions & ConcernsQuestions & Concerns

• What concerns have you & your coworkers had as you have started teaching the Social Studies GPS?

• How are you teaching differently this year? How is it going?

• What roadblocks are you encountering?• What (realistically) could you take back to your school that would thrill your colleagues?

Contact information:Contact information:

Sarah Blascovich BrownSocial Studies

Teacher on Assignment (K-2)Email: [email protected]

Phone: 404-651-7859

In all seriousness, we love to answer questions and help you develop new

ways of teaching and thinking.

How to find resources:How to find resources:

What you can find in Social What you can find in Social Studies:Studies:

Looking at a frameworkLooking at a framework

For your information:For your information:

WHAT SHOULD UNIT ONE LOOK LIKE?

What do I do first?What do I do first?

In the age of QCC…

• Chapter one, page one

• Vocabulary list• Whatever floats our

boats – we only teach social studies when we have time, anyway.

In the age of GPS…

• Concepts first, content next

• Make connections to students’ lives, prior knowledge, etc.

• Integrate social studies across subject areas in a logical way!

How do I know what How do I know what concepts to teach?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.

UNIT ONE AND REAL, UNIT ONE AND REAL, LIVE, HONEST-TO-LIVE, HONEST-TO-GOODNESS STUDENTS!GOODNESS STUDENTS!

As you watch these video segments, think about the following questions:

•How do these activities lay a foundation for the rest of the school year?•What do you see Mr. Forehand doing that would work at other times of the year?•How is meaningful curriculum integration demonstrated?

Could You? Would You?Could You? Would You?

• Great little book to get students asking & answering questions as part of a discussion.

• Lends itself to many of the Enduring Understandings!

ScarcityScarcity

What do you do when there is not enough of something to go

around?

The Great Fuzz FrenzyGiven the supplies you

have at your table, build something!

You will have three minutes to work with

your group.

We will chart your results & responses.

How do I use this as a How do I use this as a springboard for later springboard for later learning? learning? • The activity we just finished can be done as is, or

modified:– Older students can work with math manipulatives

(Unifix cubes, pattern blocks, unit squares) and then organize them for later math work.

– Another reading of the book could focus on the theme of Individuals, Groups, & Institutions, and students could role play ways to behave in individual and group situations.

– NUMEROUS literacy opportunities – the book’s last page is a natural writing prompt.

• You can use another book! Pick a great mentor text that you’ll use in later literacy lessons.

Individuals, Individuals, Groups, Groups,

InstitutionsInstitutions How do our actions help or hurt others?

Dear Mr. RosenwaldThink of something you

need at your school.

On the chart, make a list of ways you could find the help you need to accomplish your goal.

Then, choose one item off your list and create

an action plan.

How do I use this as a How do I use this as a springboard for later springboard for later learning? learning?

The Concept WallThe Concept Wall

Photo courtesy of Yvette Welch, Gilmer County Schools

The Concept Wall The Concept Wall

WHEN WE TALK ABOUT THE CONCEPT WALL…

…SOMETIMES SEEING IS BELIEVING!

Activity Number OneActivity Number One

• Look at your grade level’s curriculum map.

• Think about three to five ideas to introduce each EU.

• Include activities you used this year with your students, and activities you would like to try.

• Share at your table, and chart your favorites.

Unit One Wrap-UpUnit One Wrap-Up

• Teach the concepts/enduring understandings you will use throughout the year at the beginning of the year.

• Link every lesson you teach throughout the year back to an enduring understanding.

• Use some form of concept wall to help students organize information that they are learning. (It helps you, too!)

Make a Map!Make a Map!

• Read the book at your table.• Use the materials on your table to

create a map of the book.• You may map the entire book, a

location important to one character, or something altogether different.

• Your map should include:– A key– An indication of direction– An entry point for the viewer

Differentiation

Where does your teaching fall on this continuum? Are you

consistently working to meet the needs of everyone?

MARYMARY SALLYSALLY

So, what do I do differently?So, what do I do differently?

• We do control much of what happens in our classrooms.

• What can we change?– Content– Process– Product– Learning Environment

Essential Principles of Essential Principles of DifferentiationDifferentiation

1. Good Curriculum Comes First2. All Tasks Should Be

Respectful of the Learner3. When in Doubt, Teach Up4. Use Flexible Grouping5. Become an Assessment Junkie6. Grade for Growth

Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.

Good Curriculum Comes Good Curriculum Comes FirstFirst

•Curriculum = GPS•Provides a basis for later

learning•EVERY child should have

access to the content – how they work with it might be different.

All Tasks Should Be All Tasks Should Be Respectful of the LearnerRespectful of the Learner

• Historically, America has been dissatisfied with the status quo – that’s why we declared independence!

• With this legacy in mind, why should we treat all students identically?

• At the same time, we must give every child the chance to excel.

When in Doubt, Teach UpWhen in Doubt, Teach Up

• If you think they might be able to handle it, they probably can.

• If you don’t try – you’ll never know!

• Without sweat and toil, no work is made perfect.

• “The greatest challenge to any thinker is stating the problem in a way that will allow a solution.”

Bertrand Russell

Use Flexible Grouping

• Bluebirds need not be bluebirds forever.

• Students are savvy – they know that the triangle group is just another way of saying “smart kids.”

• Social studies & science are often a time when emergent readers and writers can shine – let them!

Become an Assessment Become an Assessment JunkieJunkie

• We don’t assess reading, writing, or math development with only one assessment method.

• We shouldn’t do it with social studies and science, either.

• Many classroom activities done as a group can become assessments when done independently.

Write a biopoem

about either President

Roosevelt or G. W. Carver.

Create a script for a

conversation that Carver

and Roosevelt

might have had.

Create a flyer about

either President

Roosevelt or George

Washington Carver.

Write a speech

describing how both

Roosevelt & Carver

helped our country.

Draw a picture of President

Teddy Roosevelt

and label it.

Make a list of five

important facts about President

Teddy Roosevelt.

Make a list of five

important facts about

George Washington

Carver.

Draw a picture of

George Washington Carver and

label it.

Make a T-chart to compare President Roosevelt and G. W. Carver.

Make a list of ways

President Roosevelt and G. W. Carver are

alike & different.

Draw a Venn diagram to compare President Roosevelt and G. W. Carver.

Write an alike &

different flipbook about

President Roosevelt & G. W. Carver.

Grade for GrowthGrade for Growth

•How do you assess social studies?

•What could you do to allow for growth?

•Why have you not done these things in the past?

Activity Number TwoActivity Number Two

• Think about an activity you have done this year. Consider which of your students had “access” to it.

• Using the chart in your facilitator’s guide, differentiate it.

• Keep in mind that lessons can be differentiated based on many factors.

Differentiate Away!Differentiate Away!

• Vanishing Georgia is an amazing resource for primary sources

• It’s free!• It’s on the Internet!• You REALLY should give it a try!

Accessing Vanishing Accessing Vanishing GeorgiaGeorgia

Search by keyword, city, or Search by keyword, city, or countycounty

Results of a two-keyword Results of a two-keyword searchsearch

Search ResultsSearch Results

Image and AnnotationImage and Annotation

Enlarged imageEnlarged image

PEOPLE

PLACES

THINGS

WHY IT MATTER

S

PHOTO ONE

PHOTO

TWO

PHOTO

THREE

Differentiating Images:Differentiating Images:

• Images are accessible, but everyone can use them in a different way:– Multiple methods of response– Multiple ways of seeing

• Provide for literal perspective:– Who took this picture?– Why did s/he take it?– Who is the subject?– Why is it significant?

Activity Number ThreeActivity Number Three• Decide on a meaningful way to

use these images in your classroom.

• Then, think about how you could create an activity OR assessment that would allow for differentiation.

• Use the next sheet in your facilitator’s guide to write out a plan for the activity or assessment.

Response to Response to InterventionIntervention

Process of aligning appropriate

assessment with purposeful instruction

for all students.

Tier 1 Non-NegotiablesTier 1 Non-NegotiablesTier 1 - STANDARDS-BASED CLASSROOM

LEARNING:• All students participate in general education

learning that includes: – Universal screenings to target groups in need of

specific instructional support. – Implementation of the Georgia Performance

Standards (GPS) through a standards based classroom structure.

– Differentiation of instruction including fluid, flexible grouping, multiple means of learning, and demonstration of learning.

– Progress monitoring of learning through multiple formative assessments.

Response to InterventionResponse to Intervention• Process of aligning appropriate

assessment with purposeful instruction for all students.

“RtI is not a program or a method for teaching reading.

It is a dynamic problem-solving process in which data are integral in making decisions about what skills struggling readers lack and whether intervention instruction provided to date has been effective.”

~Susan L. Hall, Implementing Response to Intervention

(2008) pg. 17

What research, experience, and practice have to say

about putting it all together.

LITERACY PRACTICES FOR SOCIAL STUDIESLITERACY PRACTICES FOR SOCIAL STUDIES

Ask & investigate authentic questions about other people, places, & times

Learn to read & understand a variety of sources (primary, secondary, etc.)

Understand multiple perspectives & interpretations

Actively use reading, writing, discussion, & artistic expression to acquire knowledge

Speak, write, & advocate to express opinions & take a stand

Harvey & Goudvis, 2007, p.209

Interactive Read-Alouds with picture books


*Ask questions – encourage STUDENTS to question the text.*Make connections – encourage STUDENTS to see relationships between their lives and the text.*Talk through your comprehension – encourage STUDENTS to do the same.

Read, View, and React to Primary Sources


Think about how the song, portraits, and legend give us

different pictures of

who the REAL Davy Crockett

might have been.

Create Concept Maps: Visual Representations of Events, People, & Ideas


Create Maps of Stories & Folktales to Understand Cultural Themes & Traditions


Take a literal walk through the story.

Use the book you are given at your table to create a walkable map of what happens within it.

Keep in mind that you will want to include more than just physical

places.

Stop, Think, & React to Videos


Create Maps of Countries or Cultures: Merge Thinking with New Information


Co-construct a Time Line of Historical Events, People, & Places to Support Historical Thinking• Use students’ own lives as models.• Allow them to see how historical figures’

lives intersect through time.• We know this is developmental – not

everyone will be able to do it right away!


“The main part of intellectual education is not the acquisition of

facts but learning how to make facts live.” Oliver Wendell

Holmes

Using Enduring Understandings Effectively

Move from group to group – do the activity on the clipboard and discuss.

Be sure you are answering the final question on each task sheet: • How would you ensure that the students

connect this activity to the relevant Enduring Understanding?

When everyone has completed all six centers, we will come back together and discuss this question.

Comparing family celebrations (KG1) Using chronological words (KH3)

Understanding patriotic songs (1CG2) Making smart choices (1E4)

Cultural artifact analysis (2H1b/2H2b) Comparing roles of elected officials

(2CG2)

What exactly is opportunity cost, anyway?

Clementine explains to us whymaking a choice can be difficult, as well as the ideathat when we make a choice, we have to give something up.

To explain this idea to students, have them make a choice between two possibilities pulled from a bag.

Then, they discard one choice into the “opportunity cost” bag.

http://missrumphiuseffect.blogspot.com/2008/05/opportunity-cost-with-clementine.html

Who produces the goodswe consume?

Who consumes the goodswe produce?

When are you a producerand a consumer at the same time?

You have fourteen hours in your day to create the things you need.

You must do the following things during your day:• Obtain food and water• Earn an income• Acquire transportation

You may choose to do the following:• Participate in a hobby• Watch TV, a movie, or play video games

When we try to pick

anything out by itself, we

find it hitched to everything

else in the universe.- John Muir

Visit www.econedlink.org and find resources sorted by:• Economics topic• Grade level• Keyword

We will do three model lessons:• Kindergarten: No Extra Room on the Mayflower• 1st Grade: Off to Interactive Island• 2nd Grade: Vincent van Gogh’s Flower Beds in

Holland

Visit www.econed.org for resources sorted by trade book title!

Home of the Maryland Council on Economic Education – sister to GCEE.

Our model lesson comes from the book How to Make an Apple Pie and See the Worldby: Marjorie Priceman

Making sense of location

As we think about how to make our classrooms “homes” for all kinds of learning…•Think about how location affects the style of home you live in.

•Think about those “cultural and geographic systems,” and how they affected the homes of our historical figures.

Lincoln’s Birthplac

e

Lincoln’s Home as an adult

ISSUED:WASHINGTON, DC - 1998

ISSUED: TUSKEGEE, AL – 1948

Community celebrations and customs – what festivals do you celebrate and why?

Family celebrations and customs – look beyond your students’ families to include other groups in your community.

How does where you live in the country impact what you celebrate?

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. Make the concept wall an integral part of your teaching…it will

help you and the students make connections within and between concepts.

Integrate! Integrate! Integrate! Use Social Studies to teach not only nonfiction, but all aspects

of literacy. Read lots of different types of books to see multiple

perspectives of the content.Plan lessons that meet the needs of all different types of learners and learning styles.

Any questions or comments?

Sarah Brown• Social Studies Teacher on

Assignment

• [email protected]

• 404.651.7859

Marlo Mong• Social Studies Program Specialist (K-

5)


• 404.

Bill Cranshaw• Social Studies Program Manager


• 404.651.7859

Shaun Owen• Social Studies Program Specialist (6-

12)

• [email protected]• 404. Sherilyn Narker

• Social Studies Teacher on Assignment


• 404.

What Really Matters Teaching the K-2 Social Studies GPS Sarah Brown Georgia Department of Education...

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