1. 21 st Century Social Studies Beth Ratway CESA 12 2009 beth.ratway@learningpt.org

2. When the question: 'What's new?' is pursued at the expense of all other questions, what follows in its wake is often an endless flood of trivia and fashion. I wish to be concerned with the question: 'What is best?' for this question cuts deeply, rather than broadly sweeping over everything." Robert Pirsig, Zen and the Art of Motorcycle Maintenance MY MANTRA

3. Who are you Please introduce yourself: Name Where you work What is your role at work (teacher, administrator, student etc) Why you chose this session?

4. Our goals To think about the purpose of social studies To examine a 21 st century framework for learning To learn about some classroom resources

5. Where are we now? http://www.youtube.com/watch?v=oRBchZLkQR0

6. What is social studies? Write down your definition of social studies…

7. What do our students need to know and be able to do in the 21 st century?

8. “This is a story about the big public conversation the nation is not having about education… whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good formation from bad, or speak a language other than English.” How to Build a Student for the 21 st Century, TIME Magazine, December 18, 2006 Overview

9. 9 Current National Debate

10. 10 Core Subjects & 21st Century Themes Standards & Assessment Information, Media, and Tech Skills Curriculum & Instruction Professional Development Learning Environments Learning and Innovation Skills Life & Career Skills Partnership for 21 st Century Skills

11. 21 st Century Skills Maps http://www.21stcenturyskills.org/docu ments/ss_map_11_12_08.pdf http://www.21stcenturyskills.org/docu ments/ss_map_11_12_08.pdf

12. Core Content Maps The maps are designed to: – Raise awareness about the intersections between core subjects and 21 st century skills – Provide examples of what it looks like to teach these skills in a core subject classroom The audience for the maps: – Educators – Administrators – Policymakers

13. A disclaimer…

14. Creativity and Innovation HS students create a simulation, role play, or webquest on a current or historic event (e.g., global climate change, Battle of the Little Bighorn). Product can be presented to a local school with analysis of most creative and innovative elements in each of the products. Mike Schlotterback, Fisheye Photography

15. Critical Thinking and Problem Solving MS students use online databases (www.census.gov) to determine immigration patterns and compare to changes in community demographics HS students use county voting patterns, demographic & socio-economic data from US Census bureau to predict outcomes of upcoming election. Display election projection & supporting information on a digital map. Create a podcast that suggests election strategies that political parties might use for their candidates.

16. Communication MS - Research information on the local implications of a global issue of concern (e.g., child poverty, hunger, homelessness). Students organize their information and a possible solution and write a persuasive letter that is to be proof-read, peer edited, and finally sent via e-mail to a local public official.

17. Collaboration Working in small groups, elementary students encourage and engage other classmates to assist with a group service-learning project. Using digital media, students demonstrate the need to raise the awareness of their classmates on an issue within their community, (e.g., students create a digital poster that persuades classmates to participate in a school fundraising project).

18. Information Literacy Students will examine information about federal tax policy from various sources. Focusing on the federal income tax, excise tax, and other forms of federal taxation, students will compare opinions as presented through several information outlets including popular digital and print media, online communities (e.g., district-approved blogs, online interest groups), and community resources, and articulate why some opinions are more compelling or effective than others.

19. Media Literacy MS students analyze how media format influences media messages. – Use history websites & primary sources to compare & contrast historic & current presidential election campaigns. – Hypothesize how 19th & 21st century media influence political campaigns

20. ICT Literacy Elementary students examine interaction of human beings & physical environment, land use, towns, local ecosystem changes (e.g., mining in Lead, SD) – Compare dated aerial photos of the local community to recent satellite images. – Compare and evaluate the changes. HS students use search engines, online data bases, identify and join a list serve to access national, and international media to examine an international conflict. – Examine interactions of ethnic, national, or cultural influences on the conflict. – Create an online document with hyperlinks to help MS students understand the conflict. – Embed evaluation questions in the online document to encourage students’ critical thinking

21. Current Debate Critics/Supporters Content vs Skills

22. Finding the common ground CONTENT LITERACY

24. HSI Historical Scene Investigation Project http://web.wm.edu/hsi/?svr=www

25. DDG Digital Director’s Guild http://www.ddguild.org/ http://www.digitaldocsinabox.org/

26. Econcast http://econocast.org/index.htm

27. What does this look like in WI?

29. Economic literacy is the ability to identify economic problems, alternatives, costs, and benefits; analyze the incentives at work in economic situations; examine the consequences of changes in economic conditions and public policies; collect and organize economic evidence; and weigh costs against benefits.

30. Global literacy is the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture and the cultures of others and the recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe.

31. Civic literacy is the ability to understand, analyze and participate in government and in the community, both globally and locally and the ability to make decisions that reflect an understanding of historic implications, the role of leaders and a broader sense of political awareness

33. “Stop asking me if we’re almost there! We’re nomads, for crying out loud!”

34. Next Steps What are the steps we need to take to move forward?

35. Go to the SS Wiki for more information and resources: http://wisconsinsocialstudies.wikispaces. com/