THE SOCIAL STUDIES CLASSROOM&CURRICULUM SUPPORT

0BJECTIVES AND AGENDA• Basics of creating a

positive learning community in your classroom

The Effective

Social Studies

Classroom• Understanding the

Essential Standards• CMS Curriculum Support

Curriculum Support

INTRODUCTIONSBrian Bongiovanni

Lateral EntryTitle One Charter/Alternative SchoolLicensed through UNCCJay M. Robinson (always in the top 3 in the state)National Board CertifiedCurrently enrolled in Masters of Educational Leadership program.

WHAT ABOUT YOU?

What is your name, school, grade and subject, and the best memory you have relating to education.

WHICH ROOM WOULD YOU WANT TO LEARN IN?

SUGGESTIONS

• Have a teachers corner or a place for personal things. You might be surprised how they help build relationships with your students

• Try to incorporate contemporary decorations with historical to make the room relatable.

• Incorporate learning into your décor so students are learning as they are looking around.

CLASSROOM MANAGEMENT VS. DISCIPLINEManagement

Students understand and follow clearly set expectations

Students feel they have had input into the classroom structure

Students are capable of monitoring themselves with little redirection

Discipline

Students are engaged in learning only to avoid punishment

Students do not feel invested in a structure where they do not have a voice

Teacher spends valuable time completing write-ups and relationships with students deteriorate

SUGGESTIONS

• Set clear expectations for behavior and procedures for learning activities

• Practice, practice, practice expectations and procedures(don’t assume they know)

• Practice some more

• Praise positive behavior

• Make directions clear and observable

• Make lessons engaging and interactive

EXPECTATIONS FOR GIVING INSTRUCTIONSSLANT

• Sit up

• Listen

• Ask

• Nod

• Track

Creates clear, observable behaviors for students and actively engages them in listening

SETTING (OR RESETTING) GETTING INTO GROUPS EXPECTATIONS• Giving clear expectations

• Predetermine how you will create your groups

• Students should not move until all expectations have been given

• All materials should be set out to immediately begin work.

• “Tear it up” activity

ENGAGING LESSONS ARE THE BEST WAY TO AVOID BEHAVIOR PROBLEMS AND INCREASE INTRINSIC MOTIVATION TO LEARN

As you watch, think about this teacher is doing right. Think beyond just his instruction in class.

https://www.teachingchannel.org/videos/teaching-economic-systems

• Students like to be ‘in charge’ of their learning, so any activity that gives them control within a structured environment can be successful

• Think-pair-share• Jigsaw• Discussion• Debate• Socratic seminars• Artistic presentations/projects

• Key: Clear expectations, parameters, and time limit

• Key: Teacher must continue to circulate offering support, guidance, and feedback

RESOURCE

• NC Civic Education Consortium

http://humanities.unc.edu/civics/

10 MINUTE BREAK

OLD vs. NEW…

1.05 Describe the factors that led to the founding and settlement of the American colonies including religious persecution, economic opportunity, adventure, and forced migration.

OBJECTIVES ESSENTIAL STANDARDS

8.G.1 Understand the geographic factors that influenced North Carolina and the United States.

8.C.1 Understand how different cultures influenced North Carolina and the United States.

Drilling down: Understand vs. Be able to do

• 8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

• 8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.

• 8.C.1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States

ESSENTIAL STANDARDS

CLARIFYING OBJECTIVES

8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United States.

8.G.1 Understand the geographic factors that influenced North Carolina and the United States.

8.C.1 Understand how different cultures influenced North Carolina and the United States.

CURRICULUM SUPPORT

Elementary School

Middle School Wiki

http://middleschoolsocialstudies.cmswiki.wikispaces.net/8th+Grade+Social+Studies

High School

http://highschoolsocialstudies.cmswiki.wikispaces.net/home

BACKWARDS DESIGN• http://www.youtube.com/watch?v=4isSHf3SBuQ

Begin with the end in mind!!! What do you want students to know?

Decide in advance what you want the students to know.

With this target it is easier to deliberately and intentionally plan resources and activities.

This also makes planning time more efficient and reduces tangents that might eat up valuable instructional time.

• Ask your self, “Are you teaching critical thinking skills?”

CIVIL WAR AND RECONSTRUCTIONFirst look at or decide on the conceptual lens.

For me in this unit it will be Freedom and National Identity. These came from the district unit guide. Don’t be afraid to use the resources already in place.

CIVIL WAR AND RECONSTRUCTION

Need for slavery?(Freedom)

Civil War (National Identity)

Reconstruction (National Identity)

Newly freed African-Americans(freedom

)

CIVIL WAR AND RECONSTRUCTIONNow that you have deliberately planned the core content you need to teach(you are the professional), and eliminated the tangents(which may be important, but we had to choose) you can direct your entire instructional time to addressing the content surrounding the concepts in less time.

Now align your lesson(questions) to the common core.

Why was the south so opposed to freeing the slaves? Plantation economy vs. industry.

8.H.2.1 – Explain the impact of economic, political, social, and military conflicts on the development of the United States.

CIVIL WAR AND RECONSTRUCTION

Now create some essential questions that will lead students to the understanding you plan for them to achieve.

Why was the south so opposed to freeing the slaves?

What reasons did the south give to justify, rightly or wrongly, the institution of slavery?

Was the government interested in freeing slaves or keeping the Union together?

How did slaves try to attain their own freedom?

CIVIL WAR AND RECONSTRUCTIONNow decide on some activities that you can plan to help students find the answers to your questions. Show the students your questions. Studies show that if students know the end goal they can more easily organize understanding for future retrieval.

Why was the south so opposed to freeing the slaves? Plantation economy vs. industry.

What reasons did the south give to justify, rightly or wrongly, the institution of slavery? Need for plantations, loss of investment, like not working

Was the government interested in freeing slaves or keeping the Union together? Different perspective, Lincoln – Douglas Debates

How did slaves try to attain their own freedom? Nat Turners Revolt

Choose activities based on your knowledge and passion correlated to your children's needs and wants. Differentiation is surefire engagement

AH, YES…NOW ITS YOUR TURN.LETS BREAK INTO GROUPS AND CREATE A BASIC UNIT OUTLINE ON THE SAME TOPIC.

ANY REVOLUTION IN HISTORY

Remember

Choose your specific topic and conceptual lens

Align with an essential standard

Create or use essential questions so you know the end result before your start

Choose activities and learning experiences you are engaged in and your children will be engaged in.

Align those activities with Clarifying Objectives.

Assess understanding of the essential questions.

THANK YOUBrian1.bongiovanni@cms.k12.nc.us

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