pre-ap strategies in social studies using visual materials rigor for all
TRANSCRIPT
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PRE-APSTRATEGIES IN SOCIAL STUDIES
Using Visual Materials
Rigor for all
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WELCOME!!!
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Please sign in…
After signing in take a … Blue Post It if you teach grades 6-8. Yellow Post It if you teach grades 9-12. Pink Post It if you fit into a different category.
Administrator, curriculum resource, etc. Write your name and the grade level(s) you
teach on the Post It Place your Post It on the AP/Pre AP Vertical
Team Awareness Continuum.
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As you find your seat…
Take a piece of cardstock and fold it in half (landscape…the long way)
On one side put your name Write large so I can easily read it
On the other side create a visual for each of the following prompts. A success of the past year A challenge of the last year One thing you want to do this summer.
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Introductions
Darlene Pope Jefferson Middle School, San Gabriel (CA) 35 yrs experience Trainer for College Board, San Gabriel
Unified, BTSA, & AVID (local and national); GEAR UP, AVID Coordinator & Elective teacher, HSS Department Chair
E-mail [email protected]
all handouts will be posted on my wordpress blog
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Introductions… in table group take turns introducing yourself groups by sharing…
Your name Where and what you teach Years in Education Your experience with Pre-AP, AP, or VT One success and one challenge you face
this year… Your hope for today
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Norms
Cell phones off or on vibrate. Step out side if you must answer your phone. Limit side bar conversations. There are scheduled breaks, however if you
need to step out for any reason, please do so respectfully.
Honor other’s viewpoints and experiences. Other norms you would like to add?
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Goals
Evaluate the benefits and obstacles of using visual materials
Examine and apply visual analysis techniques
Use these techniques to improve students’ thinking and writing
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Visual sources are often underutilized
Yet these sources… Can enhance student writing and
thinking Stimulate inquiry Are critical for success in rigorous
classes (AP) and college Are essential skills in an increasingly
visual world
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Goals-p21. & - of
2.
3.
4.
5. & +
6. & +
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Agenda p. ii
Pros & cons of visuals Cartoons Break Charts/graphs Photographs Lunch Using visuals to think about and construct
written passages Using contrasting visuals to think about
and construct written passages
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& - of p. 4
Read “Probing the Problem” 3 minutes + = I agree √ = I disagree y/b = yes, but ? = I have a question or need clarification
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Next…
Respond in a quick write fashion to the prompts 1-3 on p. 5
5 minutes
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Share out…
Current activities Advantages Challenges
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Silent Conversation
Now find 2 partners Switch workbooks to the right Use post its to respond to
one or two of the responses
in the book you received. Initial your comments Pass to the right again and repeat. Return book to original owner. Read the
comments
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SECTION 2
Cartoon Analysis
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HarpWeek: Cartoon of the Day
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Probing the Problem
What are the challenges and benefits of using cartoons in a social studies/history classroom?
Read and respond to this prompt as you read p.6 Use Post Its or write on the text.
Share one of your responses…
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Cartoon Analysis
Time Action Caption Objects Summary
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“A Society of Patriotic Ladies” Fleet Street (a London Magazine) 1775
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Thesis
Address all parts of the prompt Takes a clear position Provide categories
For investigation For analysis For explanationGoogle Image Result for
http://www.historyteacher.net/images/TeaLadies.JPG
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In groups of 3-4
Create a thesis statement based on this question…
Although women did not have equality with men in the late 18th to early 19th century, the Revolutionary War helped to influence some of the early ideas of the feminist movement. What were some of their arguments for equality, and in what ways did they try to move toward it?
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How to analyze a prompt..
1. Underline the
directive words Circle the content
words
2.do what
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Although women did not have equality with men in the late 18th to early 19th century, the Revolutionary War helped to influence some of the early ideas of the feminist movement. What were some of their arguments for equality, and in what ways did they try to move toward it?
Use the documents and your knowledge of the period from 1775 to 1825 to answer the question.
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Now… See if you can identify the parts of a
thesis statement in your response Try switching with another group.
Identify the parts of an effective thesis statement.
A suggestion. Collect thesis statements and have
students id the parts Simple way to get students to write
effective theses
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Other approaches
What do you see and what does it tell you? Good as an introductory activity Can be used with any visual Works well with Costa’s levels of inquiry
OPTICS For any visual Advantage-can be easily utilized on a test
(only 1 acronym to remember)
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OPTICS
O = Overview P = Parts T = Title (if not title is given…create one) I = Interrelationships C = Conclusion S = Significance (optional)
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http://www.latinamericanstudies.org/immigration/looking-backward.jpg
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… your copy of this editorial cartoon.
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SECTION 3
Chart and Graph Analysis
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Probing the Problem p. 11
Take a few minutes to read p11 Also jot down on the bottom of the page
How often and in what manner you use charts and graphs in your classroom
What challenges they present to you or your students
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LUKCAS
Label
Units
Key
Content
Assumption/Attitudes
Summary
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Now… in your table groups
Use Lukcas to analyze the graph on p. 12
Respond to questions 1-7 in your manual (pp13-14)
Record your group’s responses to questions 8 & 9 on a pieces of chart paper
Share out to other groups
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A Variation
Attribute chart
From: Content Area Reading And Literacy, ALvermann, Phelps, & Ridgeway.
Name 1 Name 2
Attribute 1
Attribute 2
Attribute 3
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Another Variation
Making generalizations For each chart or graph
make a statement Support that statement with 2 facts
Make 2-3 generalizations about the group of charts/graphs Support your generalization with facts from
several different charts/graphs
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Break Time
As you return read Probing the Problem for Section 4 on p16
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SECTION 4
Photograph AnalysisHow do you currently integrate photography into your lessons?
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Posers
People
Objects
Setting
Engagement
Relationships
Summary
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Use Posers
To analyze either The photo on p. 17 or… the photo on your table.
Create a group chart of your analysis
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Why so much collaboration? …because we remember…
10% of what we read.
20% of what we hear.
30% of what we see.
50% of what we
see, hear, and say.
70% of what we discuss.
90% of what they do.
90% of what they say as they do a
thing
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Variations-developing historical perspective
Tableaus I Am Poems Flip book Apply to film/documentary clips Other ideas?
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Tableaus
3 Volunteers to take a perspective
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ellis01
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Break Time-5 minutes to stretch!
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SECTION 5
Constructing Written Passages from Two (or more) Visual Sources
Extending the power of visuals by incorporating writing
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Expanding on what we have learned steps 1-6 on pp
Use TACOS to evaluate each cartoon on pp 25-26.
Create a poster to record your answers to questions 1-5 on pp 23, 24
Also brainstorm your prior knowledge for #6 on p. 27.
Be prepared to share… Your findings Where you struggled What challenges your students might face.
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Now let’s go one step further. In your group create a prompt based on
the visuals and your prior knowledge. Step 7
Switch prompts with another group and create a thesis statement as well as an introductory paragraph that responds to the prompt. Steps 8-10. Write your group’s response on a poster
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Reflect…
How might you use this in your classroom?
What scaffolding would your students need?
What content would you use? Which visuals would work?
Don’t forget the visuals in your text book How could you link them together?
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SECTION 6Conflicting visuals
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Take a moment to read and respond to the “Probing the Problem” section on p. 29
What strategies or activities do you currently use to encourage students to.. Consider opposing viewpoints Grapple with conflicting content
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As we work through this final activity…
What difficulties do students encounter? What are some possible solutions…
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Now choose…
To use the visuals on pages 32,33,43 You may also use the Thomas Nast cartoon
handout… The immigration visuals…
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Complete the steps…
On 30, 31, 34, & 35…
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Share out…
Share your responses Share an idea for application Share a difficulty your students might
face in doing this type of activity. How could you scaffold this type of
activity for Struggling students Advanced students
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Application
Consider your content area The needs of your student population
Pick three times to use some of the ideas/strategies you learned today.
Complete the implementation guide.
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Choose 2 visuals Two are included on pages
25-26 Or you may choose to use the
immigration chart, photo and the following graphic
Analyze each one using any of the strategies introduced
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Complete question 6What other information do you know about
this topic and this time period? Create an essay prompt that could be
answered using these visuals. First consider the type of question that they
address
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For each visual Write a summary statement and an analysis
of the visual/document that includes some/all of the following Evaluating the reliability, validity, and accuracy of
the source Identifying the point of view of the source Comparing/contrasting different interpretations of
an event Using accurate evidence to construct support Creating inferences about sources
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One way to scaffold this process
Cite Summary Quote (describe an element of the
visual) Analysis
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And another way…Create a chart… To what extent was the US a land of opportunity for immigrants arriving in the 19th and early 20th centuries?
US was land of opportunity
US was not land of opportunity
economic
political
social
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Review the analysis of each visual/document …
Then create a thesis statement Addresses all parts of the questions Takes a position Sets up categories
Categories translate into body paragraphs.
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Reflection & Evaluation
Remember copies of
handouts and student
samples are available at
www.strategicteaching.com
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Final questions, thoughts?
Contact info Darlene Pope [email protected] Please complete evaluations before
leaving Meeting Code:301076201 Consultant Code:3077 Session Code:01
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Identify the 4 faces lookingto the left…You have 14 seconds…a task given to newimmigrants when they arrived at Ellis Island.