map projections what difference does it make which map we use? why have students learn various map...

Map Projections

• What difference does it make which map we use? Why have students learn various map projections?

Designing Effective Instruction

• Problem based inquiry in the social studies

• Start with the end in sight

• What do you want students to do as a result of learning this information?

• How will this prepare them as future citizens?

Planning process

1. Persistent issue – across time

2. Topic specific question – specific event

3. Culminating Activity

4. Introductory Grabber

5. Lessons that prepare students for CA

6. Objectives for each lesson – focus CA

Persistent Issue: Representative Topics Topic-Specific Issue:

When are citizens justified in resisting governmental authority?

American Revolution

English Civil War

Palestinian Intifada

Revolution: Were the colonists justified in revolting from Great Britain?

What actions are justified in the interest of national or community security?

Native Americans

Chinese Ming Dynasty Isolationism

Rise of Fascism

Native Americans: Were European-American policies toward Native Americans justified?

When are nations justified in intervening in the affairs of other countries?

Crusades

War of 1812

Vietnam

Vietnam War: Should the U.S. be praised or condemned for its foreign policy toward Vietnam?

What policies should the government pursue to promote social and economic justice?

Reconstruction

Irish Potato Famine

New Deal

New Deal: What should the government do to protect the public interest in a free market economy?

Examples of Enduring, Ill-Structured Problems

• Lesson Planning

• Questions & Objectives

• Using the PI Framework

• As a planning tool

• As a discussion structure

• Questioning Strategies

• Modeling a Concept Lesson

• Construction of a Concept Lesson


Lesson Planning: Objectives & Questions

Goals: Develop competence in:

1. Writing instructional objectives to attain a variety of social studies goals (cognitive).

2. Formulating questions that translate objectives into effective classroom practices


Lesson Planning: Objectives & Questions

Objective: A specific expectation for student achievement.

Question: Any intellectual exercise or learning task designed to elicit an overt response from the learner.


GOOD OBJECTIVES USE ACTION VERBS

BASIC PRINCIPLES:

• Thinking levels are cumulative

• Some mental processes overlap

• Higher order assessment must be made with new material

• All levels of thinking can be adapted to any subject grade, or ability level

• A healthy social-emotional climate is necessary for students to risk HOT


• Major Goals: Unit Level Planning

• Problem-based: Centered on Big Ideas & Issues

• Power: Potential for Transfer

• Balance: Develops all 4 Dimensions of Social Studiesknowledge, skills, values, civic action


Unit Planning: From CQ to Lessons

Factual Problem

CQ -> SubQs: Value -> Activities -> Resolution

Definitional


Lesson Planning: Good Lesson Plans

• Are clear & understandable

• Incorporate & support higher order thinking

• Promote active student learning

• Are creative & original

• Exhibit variety within the lesson

• Are cohesive

All parts lead to a logical conclusion

Activities follow from objectives

• Demonstrate societal & personal relevance


Lesson Planning

Good Lesson Plans: Planning Tools/Learning Tools

A good lesson plan could be followed by another social studies teacher to teach the lesson in the same basic way you would teach it.

A good lesson plan provides a peek into your thinking about teaching a body of knowledge.

A good lesson plan provides a way for us to talk about teaching our subject.


Handout #1 The Fifth Amendment to the U.S.Constitution

No person shall be held to answer for a capital orotherwise infamous crime, unless on a presentmentor indictment of a grand jury, except in cases arisingin the land or naval forces, or in the militia, when inactual service, in time of war or public danger; norshall any person be subject for the same offence tobe twice put in jeopardy of life or limb; nor shall becompelled in any criminal case, to be witness againsthimself; nor be deprived of life, liberty, or property,without due process of law; nor shall private propertybe taken for public use without just compensation.



Public Issues Perspective as a Planning Tool

Policy QuestionShould we celebrate Columbus Day?

Value QuestionWas Columbus a hero or a villain?

Definitional QuestionDid the Spanish commit

genocide?

Factual QuestionHow did conditions in

Europe affectColumbus’s view &

treatment of thenative people?


Public Issues Perspective as a Planning Tool

Children of Immigrants Case Study

Policy Issue: Should we restrict immigration to those whose traditions are culturally similar to the American

way of life?

Case Study: Children of Immigrants

Key Concepts: Discrimination, Assimilation, American

1. UNIT FOCUS: POLICY ISSUE – Should we restrict immigration to those whose traditions areculturally similar to the American way of life?

Goal: Examine the issue.

2. VALUE CONFLICT: National securi ty or identity vs. pluralism (std. for judging wor th)

3. Workshop I : Read case and accompanying questions.With the PI perspective and the unit focus in mind, develop objectives for atleast four levels of Bloom's taxonomy.

4. Don't be bound by the case. Use it to think in terms of a whole lesson.Use the questions at the end to help you conceptualize alesson.


• Lesson Planning

• Questions & Objectives

• Using the PI Framework

• As a planning tool

• As a discussion structure

• Questioning Strategies


• Questioning Strategies to Promote Active Learning


ALL students:

• Prepare

• Compare

• Evaluate



Prepare: Encouraging Consideration of Questions

1. Selecting RespondentsUnpredictability – random – everyone must be readyAvoid over-reliance on high-ability studentsAvoid call-outs – one person at a timeAsk follow-up questions to probe thinking: defend,

elaborate, example, summarize

2. Phrasing QuestionsOpen-ended – “what do you think about…?”Allow student questioning and respondingWithhold judgement, “that’s interesting”

3. Structuring to Promote AttentionValue all thinkingDiscuss in groups of 2-4, then share with class



Compare: Encouraging Attention to Answers

1. Modeling

2. Redirecting

3. Relating Questions

4. Student Summaries



Evaluate: Encouraging Thoughtful Answers

1. Expectations: Demand Depth

2. Wait time (3-10 seconds)• Between question & naming respondent• Before reacting to response

3. Probe for depth

• Questioning Techniques


1. Perception-checking questions (understanding)

2. Inter-student participation questions (reaction)

3. Clarifying or definitional questions

4. Issue-related questions (broaden to general principles)

5. Role-switch questions (perspective-taking)

6. Seeking reasons questions (evidentiary support)

7. Universal consequences questions (analogies)


Molly James Case

Task: Develop a questioning script for holding a discussion of the James case in a 6-12 classroom.

Criteria:• Different levels of thinking required• Use PI perspective: Policy, value,

factual, definitional, analogies• Use varied questioning techniques


Molly James Case

Background:City: Patterson, N.J.Family: Mother of 4; grandmother of 6Age:60

Employment Data:Business: Universal Manufacturing sold to Magnitech, Inc.

(Andrew Galiff)Length of service: 33 yearsWage: $7.90/hr or $16,000/yr.

Assets at termination:Pension: $73.23/mo.Severance Pay: $3,100.76Medical Benefits: 30 daysProperty: 2-family house and savings


Molly James Case

Discussion Planning

• What course & unit?

• Lesson objectives?

• Lesson sequence• Introduction/video/discussion/other?

• Questioning script• Desired or expected responses

map projections what difference does it make which map we use? why have students learn various map...

Documents

effective instructionproblem

planning tool

objectives questions

objectives questions

instructional objectives

social studiesstart

unit level planning

specific expectation