1. Student-Centered Social Studies Strategies: Elementary – Day 2
GRREC
February 13, 2018
Dr. Jana Kirchner

2. Tentative Plan for the Day
Update on standards process
Sharing strategies/resources you have tried
Using children’s literature to teach social studies content
Economics/geography
History
Review - What does inquiry in social studies look like?
Seeing lessons and strategies in action
Examining resources & planning an inquiry lesson
Locating sources & exploring sites
Embedding literacy strategies & evaluating sources
Sharing your ideas

3. What’s New with Social Studies Standards?
KDE OTL Webcast - SS Standards Revision - 1/23/18

4. Mix & Mingle/Speed Date
Topics:
What is a strategy you have tried since our PD in October? How did it go?
What are your favorite SS teaching strategies or resources?
What is a unit or lesson topic you will be teaching soon that you would like some help planning?

5. Using Children’s Literature to Teach Social Studies Concepts

6. Spotting Economics from Africa to Ice Cream by Martha Hopkins & Suzanne Gallagher
15 lessons
Elementary level
Integrate economics concepts with literature
Spotting Economics Master Question List

7. Spotting Economics: When They Want Blueberries
I want…
Decisions…
I really need it!
I want it!
Concepts – needs, wants, choices, opportunity costs, saving
Blueberries for Sal by Robert McCloskey
I Want This!

8. Spotting Economics: All Around Us In Stories
Can you spot the economics?
Read your group’s story. Look for economics examples. Record them on the magnifying glass. Use the Master Question List as a guide.
Books:
Nobody Owns the Sky by Reeve Lindbergh
If You Give a Mouse a Cookie by Laura J. Numeroff
A Bargain for Frances by Russell Hoban
Fireboat by Maira Kalman
Road Builders by B. G. Hennessy
My Rows and Piles of Coins by Tololwa Mollel
Ox-Cart Man by Donald Hall
Peppe the Lamplighter by Elisa Bartone
How to Make an Apple Pie & See the World by Marjorie Priceman

9. Adventures in Economics and U
Adventures in Economics and U.S History by Suzanne Gallagher and Martha Hopkins
Volume 1 – Colonial America Volume 2 – A Young Nation Volume 3 – The Twentieth Century

10. Immigration: Most Everyone Came from Somewhere Else
Learning Targets:
I can
identify incentives which motivate immigrants to come to the U.S.
explain costs, benefits, and opportunity costs and how they are reflected in the story of immigration.

11. Immigration Lesson – Economics Concepts
Incentive - Definition? Examples?
Immigrant
Benefit
Cost
Peppe the Lamplighter:
Write down 5 wishes for you or your family.
Listen for…
What jobs did Peppe try to get in his neighborhood?
What are Peppe’s wishes for his family?
Why was his father not happy?
What economics concepts do you see in the story?
Teaching ideas?

12. Resources for Teaching Economics
Council for Economic Education
Econ Ed Link
EconFun
Federal Reserve Education

17. What does it mean to read and think like a historian
What does it mean to read and think like a historian? (geographer, economist)
Skills needed?
Types of sources (texts)used?

18. C3 Inquiry Arc – What does inquiry in social studies look/sound like?

20. “Texts” as Evidence or Clues

21. Reading Strategies for Social Studies: K-12
By Stephanie Macceca
Collection of literacy strategies & graphic organizers
Social studies examples with each strategy
CD to customize the templates

22. Inquiry-Based Lessons in U.S. History by Kirchner & McMichael
About the Book:
Structure of Lessons
Historical Background -3 lessons
Organizing Question
Strategies Used
Materials Needed
Lesson Plan
Lesson Hook
The Organizing Question
Examine the Sources
Make a Hypothesis

23. Designing Inquiry Lessons
1. Begin with the Question(s)
Question Formulation Technique – Q Focus
Q Chart with a visual
I See-I Think-I Wonder
Picture Prediction
2. Then add text(s)
Visuals – maps, art, political cartoons
Primary sources
Secondary sources
3. Embed literacy strategies
& analyzing sources skills

24. Question Formulation Technique
Use a Question Focus (Qfocus) to ask questions about.
Produce your Questions
Improve your Questions
Categorize as closed or open- ended
Prioritize your Questions
3 most important
Why you chose them
Next Steps/Reflection

27. Union Camp Nelson in Kentucky
Confederate Camp

28. I See – I Think – I Wonder

29. Wood engraving published in Frank Leslie’s Illustrated Newspaper, July 2, 1887, Library of Congress

30. Picture Prediction

31. Picture Prediction

32. Designing Inquiry Lessons
1. Begin with the Question(s)
Question Formulation Technique – Q Focus
Q Chart with a visual
I See-I Think-I Wonder
Picture Prediction
2. Then add text(s)
Visuals – maps, art, pictures, etc.
Primary & secondary sources
4. Make a hypothesis –answer question(s)
with evidence from the text(s)
3. Embed literacy strategies
& analyzing sources skills

33. Scholastic News Weekly Readers
What examples of conflict & cooperation do you see in the Pilgrim/Wampanoag story?
“When the Pilgrims Met the Wampanoag”
“When the Wampanoag Met the Pilgrims”
Scholastic News Weekly Readers

34. Reciprocal Reading
Teacher Instructions: Choose a text. Chunk it into sections. Divide into groups of 3 and assign roles. You may need to model a section together first.
Student Instructions: Read and annotate a section individually first, then stop at the end of each chunk and discuss it using your role: Question, Clarify, & Summarize. Use the boxes to write down others’ ideas.
-After discussing all sections of the text, discuss examples of conflict & cooperation in your text.
-Look back at your picture prediction. What parts were accurate? What parts did you predict incorrectly?
Standard: describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists)

35. Step 3: Strategies for Analyzing Sources
Library of Congress Analyzing Primary Source Templates
Picture Quadrants
Reciprocal Reading
Annotating Text
Sketching Through the Text
Gallery Walk
Very Important Points (VIPs)
Compare/contrast – Venn diagrams
SOAP(S)
3. Embed literacy strategies
& analyzing sources skills

36. Sketching Through the Text & Gallery Walk

37. Very Important Points (VIPs)/Compare-Contrast Question: What was life like for soldiers in a Civil War camp?
1. Primary Source – Civil War Letter, 1862, from Scottsville, KY
2. Secondary Source – “Life in a Civil War Army Camp” from Encyclopedia of the Civil War
Reading Assignments: (4 VIPs)
1 – Primary source
2 – 1st page of Life in a CW Army Camp
3 – 2nd page of Life in a CW Army Camp
Share VIPs with people who read other texts.
Compare/contrast the similarities and differences in the texts using the hula hoop Venn diagrams and post- it notes.
Grade 4: Compare/contrast a firsthand & secondhand account of the same topic; Grade 5: Analyze multiple accounts of the same topic – similarities/differences

38. Your Task: Use the SOAPS Primary Source “Think” Sheet to analyze the broadside.
S - Subject
O – Occasion
A - Audience
P - Purpose
S – Speaker

39. Analyzing Primary Sources
LOC Primary Source Sets
Teacher's Guides & Analysis Tools

41. “The Bostonians Paying the Excise
Man, or Tarring and Feathering”
By Philip Dawe
London, October 31, 1774

42. Step 4: Make a hypothesis –answer question(s) with evidence from the text(s)
With your group, brainstorm ideas for step 4 using ideas from the questions used today:
1. What examples of conflict & cooperation do you see in the Pilgrim/Wampanoag story?
2. What was life like for soldiers in a Civil War camp?

43. Designing Your Own Inquiry Unit/Lesson
What is a big idea that you want students to know about the topic? (Organizing question)
Pull from the standards.
Make that into an essential question OR
Use a student-generated question strategy
What texts will you use? (Examine the sources)
Locating quality sources
Embedding literacy strategies & close reading of texts
How will they “answer” the organizing question? (Making a hypothesis)
Formative assessment OR
Product – presentation, discussion, writing, etc.

44. Contact Information
Dr. Jana Kirchner Website: janakirchner.com