1. Fourth Grade Social Studies Where do I begin? Teaching Unit 1 and Moving Forward with the Next Units Marlo Mong August 26, 2008

2. The text book tells me what to teach. Day 1=Chapter 1=page 1 Endless vocabulary lists and multiple choice or matching tests, then move on to the next chapter. Out with the old. In with the NEW!!! Day 1 QCCDay 1 GPS Start with introducing concepts so students can build important schema Design an authentic activity/task that will demonstrate student understanding Think about trade books that will enrich the content being taught.

3. Here’s a Curriculum Map…

4. …the Curriculum Map

5. Here’s a framework…

6. More of a Framework…

7. Teaching Unit 1 Think about all you do to teach routines and procedures at the beginning of the year…this is unit 1! – Lasts about 2 weeks – Introduces all the Enduring Understandings that will be used in Social Studies – Accesses students’ prior knowledge – Builds the scaffolding needed to understand historical, geographic, government, and economic concepts. – A great way to integrate reading strategies and good literature in this unit and beyond!

8. K-5 Suggested Enduring Understandings

9. Introducing Distribution of Power and Establishing Routines and Prodcedures When Owen’s Mom Breathed Fire By Pija Lindenbaum Connecting Theme: Distribution of Power Enduring Understanding: The student will understand that laws and people's beliefs help decide who gets to make choices in government. AND Connecting Theme: Rule of Law Enduring Understanding: The student will understand that laws are made to keep people safe and explain what the government can and cannot do.

10. When Owen’s Mom Breathed Fire Give students good mentor texts that help them make connections to their lives. Engage students and activate prior knowledge by doing pre-reading activities. –Give students some play-doh and ask them the following question: –If you could be anything you wanted real or imaginary, what would it be and why? Discuss with students any new concepts and vocabulary that reflect why you chose the story. –distribution of power, responsibilities Tie more than one EU with a story if possible. –What else could we teach in this story? Integrate reading, writing, and social studies whenever possible! –What will Owen’s mom turn into next time? –What is something someone in your family would turn into? Why? What would you do?

11. Now what do I do? Introduce a “Concept Wall” to your students – Visual reference to help students organize their learning – Bulletin board, permanent marker on white board, Smart Board flipchart, interactive notebook – Connecting Theme and Enduring Understandings listed at the top – Include broad essential questions – SS GPS listed under appropriate Enduring Understanding – Examples from lessons, important vocabulary, student work, book covers

12. It could look like this…

13. Photo courtesy of Yvette Welch, Gilmer County Schools Or this!

14. Using the Next Units Now that you have helped students understand the themes of Social Studies, now it is time to teach the content! Add to your concept wall! – The broad and specific essential questions that will guide student learning. – Here is where to include the standards you are going to teach. – Include important content vocabulary for the unit. – Visuals of the sponge and “hook” activities you will use to introduce the next unit to your students.

15. How do I know what concepts to teach? Use your curriculum map! – Unit One on every map lists the concepts used for the rest of the year – Every piece of content for the rest of the year is listed under a relevant concept These are suggestions – make them work for your class! Keep up with it all using a concept wall.

16. Teaching Native Americans When teaching Native Americans think about the following: – Avoid stereotypes and trivializing sacred artifacts – Like all cultures, Native Americans have beliefs common with each other, but each Native American nation is still a unique group of people. – Present Native Americans in contemporary context and avoid using the past tense when referring to Native Americans. – Choose literature wisely. Brother Eagle, Sister Sky Great resources for how to teach Native Americans to your students. – http://www.ericdigests.org/1996-4/native.htm http://www.ericdigests.org/1996-4/native.htm – http://www.native-languages.org/ymca.htm http://www.native-languages.org/ymca.htm – http://www.oyate.org/catalog/poster_to_do_not.html http://www.oyate.org/catalog/poster_to_do_not.html

17. Using Native American Art Enduring Understanding: – Culture: The student will understand that culture is how people think, act, celebrate, and make rules, and that it is what makes a group of people special. – Movement/Migration: The student will understand that moving to new places changes the people, land, and culture of the new place, as well as the place that was left. Teach poetry while teaching Native Americans. Provide some background by visiting this website: – http://www.americanhistory.si.edu/kids/buffalo /hideactivity/2_frameset.html http://www.americanhistory.si.edu/kids/buffalo /hideactivity/2_frameset.html Students will use images on the buffalo hide or the painting from the previous slide to write a poem about what they see – Sensory images, figurative language – Similes, metaphors – rhythm

18. Final Thoughts Remember, Unit 1 is the key! Connect the Social Studies curriculum to what students already know. – Front end planning and instruction will pay off in the long run. – Students will know more than memorized dates, names, and places. – Make the concept wall an integral part of your teaching…it will help you and the students make connections within and between concepts. As you begin to teach the standards in Unit 2 and beyond always, always, always refer back to the Enduring Understandings on your concept wall. Integrate reading and social studies as often as you can! Any questions or comments?