Grade Two History and Social Science Fall Institute 2016 1 DISCLAIMER Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not
constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. Questions to Ask During Planning Essential Components in Planning an Effective Lesson using the 2015 History and Social Science Standards of Learning
What do students need to know and understand by the end of this lesson? What do students need to do during this lesson? Which historical thinking skills are best suited for this standard? What other content material should be added to provide historical context and richness to the lesson in order to maximize student understanding of the standard? What student learning experiences would be most effective during this lesson? How can I check for understanding effectively and accurately to measure the students content knowledge and historical thinking skills?
3 It starts with the . . . 4 5 2015 SOL Skill Progression
6 2015 SOL Skill Progression 2008 Standards: Understand content 2015 Standards: Understand content by applying the skill.
Skills are aligned with English Standards 7 Experiences for Essential Skills What are Experiences? 8
Experiences Bring attention to the Experiences and describe what they are and how they can be used. Provide teachers with experiences and give them an opportunity to: discuss what they are and how they can be used; and develop their own to share with the group. 9
The experiences should be engaging, rigorous with higher level thinking questions, relevant (connecting time periods, places, and events to the present day). Experiences Are . . .
Are NOT. . . Engaging- promoting discussion, collaboration, and understanding Opportunities to practice social science skills using various content Varied throughout the lesson to help students make connections
Worksheets Specific to one Standard, topic, or course 11 How can Grade Two history & social science skills be incorporated into standardsbased lessons?
Good practice Use of aim/objective to give students a concrete goal for the lesson. By the end of class/end of unit/etc., you should be able to 13 Today we will . . . Practice strategies to incorporate new
standards-based skills into daily lessons to teach and check for understanding of content 14 History and Social Science Standards of Learning 2016 Fall Institute
Welcome Meet-and-Greet Agenda for the day Presentation of Learning Experiences Creating Skill Experiences Questions 15 Todays Working Norms
Be engaged Be open to new ideas Limit sidebar conversations Laptop/Cell phone use 16 History and Social Science
Standards of Learning 2016 Fall Institute Welcome Meet-and-Greet Agenda for the day Presentation of Learning Experiences Creating Skill Experiences Questions 17
Todays Working Norms Be engaged Be open to new ideas Limit sidebar conversations Laptop/Cell phone use
18 Grounding: Who Are We? Introduce yourself to a shoulder partner Name, position, school/location you teach What is your favorite unit/topic to teach in Social Studies? Why? Geography
American Indians Ancient Cultures Famous Americans History Civics
Economics 19 Just Like Me When you hear something that applies to youStand up and say Just like me! 20
Implementing the new Social Studies Curriculum! Getting Ready for 2017-2018 What are these experiences teachers are to provide for the students? The experiences should be engaging, rigorous with higher level thinking questions,
relevant (connecting time periods, places, and events to the present day). How do I plan for these experiences? When planning for these experiences you should think about how we learn about the past. Asking questions. Gathering the sources, organize them, and evaluate the evidence in the sources.
Drawing conclusions that are supported by the evidence in the sources. Questions to ask about the past. How?
What? When? Where? Who? Things to consider Cause and Effect- events from the past have a short term and long term (often times unforeseen) effects on the development of societies. Things to consider
Change and Continuity- focus on change over time; understanding what changed and what remained the same, fosters a deeper understanding of the uneven pace for which events unfolded throughout history. Things to consider Turning Points- focuses on events of great significance that caused individual experiences and societal
developments to go in a different direction. Things to consider Using the Past- finding the usable past and using it to better understand events from that time frame and how it relates to the present. This makes history relevant and gives history meaning. Things to consider
Through their Eyes- We need to see the world as they saw it in order to get a deeper understanding of why people thought and acted the way they did and the reasoning for the choices they made. The Essential Skills, which are found in Standard 1 for each grade level or course, serve as tools to facilitate active engagement in learning, to deepen student understanding of content
material and to create better-informed citizens. 30 Standard 1 a) b) c) d) e) f) g) h)
i) j) Use information sources. Apply geography skills. Organize information. Demonstrate critical thinking. Compare and contrast. Determine cause and effect. Make connections. Make economic decisions.
Exercise civic responsibilities. Demonstrate comprehension. 31 Lets Explore: Rigorous Social Studies Learning Experiences 32 Grade Two
33 Application of Geography Skills:2nd Grade 34 More Standards 35
Content: Native Americans 36 Vocabulary: Preview
Rivers Hills Mountains Coastland Plains Prairies Rolling hills High flatlands
Previewing vocabulary provides students with background knowledge and a framework to organize and comprehend new knowledge 37 Exclusion brainstorming: A Previewing strategy for vocabulary
With a partner, look at the picture of the vocabulary word and look at the list of words that are given under the topic word. Discuss with your partner the words that you think belong with this vocabulary word and those that you think dont belong. 38 Exclusion Brainstorming:
A Previewing Strategy For Vocabulary Cross out the words that you dont think belong and circle the words that do belong. With your partner, use the circled words to develop a definition of the vocabulary word. Share and compare. 39 Exclusion Brainstorming
Google Earth Google Lit Trips National Geographic sites Virginia Geographic Alliance www.vgaplaces.weebly.com 41 Google Earth/Topographical Maps Experience for 2.1b: Use a map or globe to compare how
people adapt to the environment to satisfy their wants. Use Google Earth to tour the US Use tour guides on Google Earth for Virginia, Great Plains, New Mexico Look at Topographical Maps of USA for any additional information Fill in the graphic organizer for each region on the types of geographic features found 42
Images of Different Locations http://www.natgeocreative.com/ngs/ 43 44 2.1 f Cause and Effect and 2.1e Comparisons
How did the location and physical surroundings in each region effect the Native Americans living there? 45 Paradigm Shift - Moving from Activities to Experiences As we shift from planning content activities to skills based experiences, we have to first look at
the skills. 2.1b: using basic map skills to locate places on maps and globes to support understanding of American history Our goal: Focusing on these skills allows us as educators to integrate more with ELA, Science, and Math. Finding The Everglades National Park
Start with Our Great Big Backyard Move to National Park Interactive Map Exploring The Everglades National Park Compare images from Our Great Big
Backyard to the homepage of The Everglades National Park. Under info button look at the weather section. Always Looping Back to the Skill 2.1b: using basic map skills to locate places on maps and globes to support understanding of American history How do the people who live near The Everglades adapt to their environment? What might daily life be like for people near The
Everglades? What type of animals and plants would we see if we went to The Everglades? Once students have practiced this map skill, you can take this experience and duplicate it within your specific content areas. Your Turn!
First, copy my model of finding a park from Our Great Big Backyard and asking questions about it by researching Big Bend National Park. Then, think about a geographic location that your students could explore after having learned this skill. Some examples may be Kindergarten - local park 1st Grade - State Park, Famous Virginians Home 2nd Grade - National Park near an American Indian tribal land 3rd Grade - World Historic Landmark from an Ancient Culture All grades - location from a read aloud, location of a famous person, extreme weather occurrences, location of family
members Remember - These skills are taught and can come up in all content areas throughout the year. Repeat and reuse them! Second Grade Content SOL 2.7 The student will locate and describe the relationship between the environment and culture of the Powhatan of the Eastern Woodlands; the Lakota of the Plains; and the Pueblo Indians of the Southwest.
Skill SOL 2.1b The student will demonstrate skills for historical thinking, geographical analysis, economic decision making and responsible citizenship by using basic map skills to locate places on maps and globes to support understanding of American history. 52 Content Example Conduct an interactive read-aloud of Our Great
Big Backyard by Laura Bush. Plot where the Powhatan, Lakota and Pueblo Indians lived. Discuss how their environment/habitat influenced the way that they lived (needs, shelter, food, tools, etc.) 53 Guided Practice
Pick a Park http://www.mapsofworld.com/usa/national-parks/ Pin a park on a map of the United States. Discuss the climate and how people meet their clothing needs while on vacation. 54 Independent Practice Students will select three National Parks to plot. One park
will be in the area of the Powhatan/ Eastern Woodland, Pueblo, and Lakota. Given a paper doll, materials (construction paper, yarn, pipe cleaners, etc.), tools (glue, scissors, etc.) and a time constraint, students create a park visitor who is dressed appropriately for the environment of the selected park. 55 Debrief What skill did you see? How did it play out?
How can you use it in another way? 56 How can you use this method with another grade? 57 Sharing Our Expertise
58 History and Social Science Updates On The Web 1. VDOE 2015 Standards of Learning http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml 2. VDOE Superintendent Memo #163-15 http://www.doe.virginia.gov/administrators/superintendents_memos/2015/163-15.shtml
Group Skill Experience 1. Review the new History and Social Science Skill Heading SOLs. (K.1, 1.1, 2.1, 3.1) 2. Choose one SOL bullet for your grade level. 3. Create a lesson for your students. 4. Share. 61 Reflections: 3 things you learned, 2 ways you can use this learning in
your class, and 1 question you still have 6 2 Questions? 63 Kindergarten Grade Three Presenters
65 66 and the Virginia Department of Education Christonya Brown, K-12, History and Social Science Coordinator E-mail: [email protected] Betsy Barton, Elementary, History and Social Science Specialist E-mail: [email protected]
Jill Nogueras, English and History and Social Science Specialist E-mail: [email protected] 6 7
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