Social Studies that Sticks Mini Workshop. Instructional Shifts The C3 Framework: Emphasizes prep for college, career, and civic life. Envisions instruction

Social Studies that SticksMini Workshop

David A. Johnson - Northern Michigan Learning Consortium

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Instructional ShiftsThe C3 Framework:

Emphasizes prep for college, career, and civic life.

Envisions instruction as an inquiry arc of four interlocking and mutually reinforcing dimensions.

Is centered on the use of questions to:spark curiosityguide instructiondeepen investigationsacquire rigorous contentapply knowledge and ideas in real world settings to become active and engaged citizens in the 21st century.


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Connections to CCSS

The C3 Framework:

Creates a context for literacy instruction that is meaningful.

Emphasizes the importance of reading, writing, speaking and listening, and language skills for building disciplinary literacy.

Aligns the Four Dimensions to the CCSS.


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The Road Ahead

• MDE will recommend to state BOE after Common Core debate has calmed down, and Michigan educators have had a chance to work on alignment

• Alignment project began Summer 2013 through consultants and is continuing


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The Path to Clearer, Fewer Standards

MSSSA Plans – Work with BAA to change the assessment, work with MDE to build the correlations.

Bottom line: C3 is meant to be guidelines for enhancing rigor. MDE does not have the manpower to update our GLCE/HSCE documents. It is up to us.

The Plan: Crosswalk guides to hone focus from “Checklist” to “understandings”


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RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

High

HighLow

Low


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KNOWLEDGE

A P P L I C A T I O N

A B

DC


Activities

Projects

Problems


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RIGOR

RELEVANCE

A B

DC


RightAnswer

Did Students Get it Right?

RationalAnswer

RightQuestions

RightProcedure

High

HighLow

Low


9 1 2 3 4 5

456

321

Bloom’s

Application

C D

A B

Current Assessments

Next Generation Assessments

Focus for Next Generation Testing


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Rigor/Relevance FrameworkHistory - High School

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Analyze original documents and summarize reasons for US opposition to involvement in Vietnam

Summarize global impacts of Vietnam and project impacts of The War in Afghanistan

Interview local Vietnam veterans and describe impacts from their perspective

Identify reasons for US involvement in Vietnam

Questions…

Compelling

Supporting

What’s the difference and how do we use them?

The Tech Connection

The world is at your students fingertips.

Do you want them to just “google” the answers, or apply it?

Bring the world in, but help them make sense of it.


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Our Compelling Question

What is the purpose of teaching social studies in every grade level K-11 in Michigan?

Turn, Talk, and Share

Big Problems/Persistent themes to Focus SS

How do we survive?

How do we thrive?

How do we evolve?

What causes us to devolve?

How do we survive?

From hunter-gatherer societies, rise of cities, great plagues, dangers and disasters in the age of exploration, invasions, world wars.

Tap into survival whenever you examine exploring unknown regions, migration, shifts in climate and environmental disasters, natural or man made calamities, persecution, economic distress, homelessness.

Examine evidence of the attempt to survive when you handle artifacts such as tools, weapons, clothing, animal traps, cooking implements, heating, shelter, etc.

How do we thrive?

Beginning in Mesopotamia, Egypt, Kus, development of argricultural technology, the rise of cities, commerce, and trade.

Tap into this problem when we examine origins of architecture, medicine, formal codes or laws, water supply systems, lighting, plumbing, domestication of animals.

Examine evidence by studying artifacts such as textiles, weavings, furniture, baskets, pottery, simple machines, boats, plows, carts, tools required to make all of the above

How do we evolve?

Begins with early civilizations in Mesopotamia, China, and India, development of architechture for purposes, invention of writing, paper, books, math, calendars, art, and music.

Examine or discuss the origins of religion, moral codes, literature, mythology, philosophy, philanthropy, science, drama, forms of government, politics, division of labor, citizenship.

Study artifacts such as maps, musical instruments, pumps, bridges, coins, armor, stirrups, etchings, paintings.

What causes us to devolve?

The darker side of human thinking and invention. People devising ways to wield power over others.

Early civilizations organizing themselves around hierarchies or caste systems.

Tap into this problem when you discuss behaviors such as discrimination, slavery, bondage, genocide, invasions and warfare, torture, germ warfare, atomic bombs, anarchy, wholesale looting and rioting.

Examine when you study the Holocaust, the African slave trade, imprisoning the innocent, child-bonded labor, wars, institutionalized racism, discrimination, economic oppression


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Where does what you taught yesterday fit?

Where does what you’ll teach tomorrow fit?


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Retool your Thinking

Social Studies as Events vs. Social Studies as Problem Solving BehaviorEvent Problem

The French Revolution Peasants, wage-earners, bourgeoisie revolt against Louis XVI to achieve economic changes that would allow them to survive

Nuclear Treaty Faces with the problem of mutually assured destruction, two leaders agreed to stop developing nuclear weapons that could cause widespread slaughter and destruction


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What problem were people trying to solve?


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The Link between solutions and problems

Students get ideas for solving problems in the present

Students get ideas for improving the future

If students complain that social studies is irrelevant to their world and their lives, the four basic questions can help your students see that the study of the past is not about guys, government and glory…It’s about the recurring questions that humans must face in any era and how they arrive at their answers. (Schmidt, p41)

The Tech Connection

Have students keep track of the questions you and they are asking, the problems they’re investigating, and the solutions they’ve uncovered in a free cross platform app like Evernote.

Primary Sources

The hardest fun you can have in your classroom.

What we can learn from a well placed primary source

What happened to disloyal colonists

violating the boycott on British tea?

RESOLVED that whoever shall be abiding or assisting, in the landing, or carting of tea, from any ship, or vessel, or shall hire any house, storehouse, or cellar or any place whatsoever, to deposit the tea, while it is subject, by a British Act of Parliament, to the payment of a duty, for the purpose of raising revenue in America, he shall be deemed an enemy to the liberties of America, and we will not deal with, or employ, or have any connection with him.

How to behave towards native people

encountered on voyages of exploration:To have it still in view that shedding the

blood of those people is a crime of the highest nature: They are human creatures, the work of the same omnipotent Author, equally under His care with the most polished European; perhaps being less offensive, more entitled to His favor

- From the Royal Society offered the consideration of Captain Cook, 1768

How to treat small pox when you’ve run out of

vaccine:As we had no vaccine, we decided to inoculate with the smallpox itself. The smallpox matter should have been taken from a very healthy person, but unfortunately, Mr. Halsey was not sound, and the operation proved fatal to most of our patients.

- Charles Larpenteur, Forty Years a Fur Trader on the Upper Missouri, 1833-1872

Our Town Activity

In groups, snoop through the documents I’ve provided.

What could an outsider guess about this place based on these documents?

Is there any connection between the documents?

Is there any contradiction or irony?

Is anything in these documents news to you?

Tips for Starting: Our Town

Ask your students – Does everything have a history?

Pick up the following: junk mail, discount coupons, a map of your town or region, flyers, calendar section of the local newspaper, obituary page, application for a library card, real estate brochures, brochures for political campaigns, etc.

Divide your students into small groups, have them scour through the resources to answer the questions you’ve provided.

Tips for Teaching from Primary Sources

Less of: We’re going to read this document

More of: We’re going to snoop through someone’s mail today.

What is the purpose?

Who was the audience?

What does this tell us about the time and the people?

Primary Sources To Look For

Arrest records

Advertisements

Catalogues

Census

City Directories

Guidebooks

Laws

Ledgers

Newspapers

Obituaries

Patents for Inventions

Reciepts of Purchase

Recipes

Sheet Music

Ships Logs

Transcripts of Trials

Resource: How To Make Primary Source Documents Talk

Informants – How do you make dead people

talk?

Guiding Questions for Biographical Research

What attracted you to this person?

Name three of this person’s major accomplishments

What advantages and disadvantages did your person have over other people who lived at the time?

What point of view, attitudes, and values does your person have? Be able to explain them.

What’s one quotable quote from (or about) this person that will help your classmates know him or her better?

What do you admire most about this person?

What mistakes did this person make? What was the result?

What were the strengths and weaknesses of this person?

Do you think this person would have been a success if he or she lived in the twenty first century?

Projects for “Informants”

Annotated Visual Biography Time Line

Annotated Life Story Map

Blind Dating