1. Map Projections What difference does it make which map we use? Why have students learn various map projections?

2. 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?

3. 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

4. Persistent Issue:Representative TopicsTopic-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

5. 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 Designing Effective Instruction

6. 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 Designing Effective Instruction

7. 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. Designing Effective Instruction

8. 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 Designing Effective Instruction

9. Major Goals: Unit Level Planning Problem-based: Centered on Big Ideas & Issues Power: Potential for Transfer Balance: Develops all 4 Dimensions of Social Studies knowledge, skills, values, civic action Designing Effective Instruction

10. Unit Planning: From CQ to Lessons Factual Problem CQ -> SubQs: Value -> Activities -> Resolution Definitional Designing Effective Instruction

11. 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 Designing Effective Instruction

12. 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. Designing Effective Instruction

14. Public Issues Perspective as a Planning Tool Policy Question Should we celebrate Columbus Day? Value Question Was Columbus a hero or a villain? Definitional Question Did the Spanish commit genocide? Factual Question How did conditions in Europe affect Columbus’s view & treatment of the native people?

15. Designing Effective Instruction 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?

16. Designing Effective Instruction

19. Lesson Planning Questions & Objectives Using the PI Framework As a planning tool As a discussion structure Questioning Strategies Designing Effective Instruction

20. Questioning Strategies to Promote Active Learning Designing Effective Instruction ALL students: Prepare Compare Evaluate

21. Questioning Strategies to Promote Active Learning Designing Effective Instruction Prepare: Encouraging Consideration of Questions 1.Selecting Respondents Unpredictability – random – everyone must be ready Avoid over-reliance on high-ability students Avoid call-outs – one person at a time Ask follow-up questions to probe thinking: defend, elaborate, example, summarize 2.Phrasing Questions Open-ended – “what do you think about…?” Allow student questioning and responding Withhold judgement, “that’s interesting” 3.Structuring to Promote Attention Value all thinking Discuss in groups of 2-4, then share with class

22. Questioning Strategies to Promote Active Learning Designing Effective Instruction Compare: Encouraging Attention to Answers 1.Modeling 2.Redirecting 3.Relating Questions 4.Student Summaries

23. Questioning Strategies to Promote Active Learning Designing Effective Instruction 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

24. Questioning Techniques Designing Effective Instruction 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)

25. Designing Effective Instruction 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

26. Designing Effective Instruction Molly James Case Background: City: Patterson, N.J. Family: Mother of 4; grandmother of 6 Age:60 Employment Data: Business: Universal Manufacturing sold to Magnitech, Inc. (Andrew Galiff) Length of service: 33 years Wage: $7.90/hr or $16,000/yr. Assets at termination: Pension: $73.23/mo. Severance Pay: $3,100.76 Medical Benefits: 30 days Property: 2-family house and savings

27. Designing Effective Instruction Molly James Case Discussion Planning What course & unit? Lesson objectives? Lesson sequence Introduction/video/discussion/other? Questioning script Desired or expected responses