Social Studies Curriculum for High-Ability Learners

Transcription

1 Social Studies Curriculum for High-Ability Learners Denver, CO January 25, 2012 Teacher Training Presented by Dr. Kimberley L. Chandler Curriculum Director

2 Agenda Introduction/Curriculum framework Assessment Teaching a concept Persuasive writing Reasoning model Research model Document analysis Questions

3 The Integrated Curriculum Model Process-Product Dimension Advanced Content Dimension Issues/Themes Dimension - VanTassel-Baska, 1986

4 Social Studies Curriculum Framework To develop understanding of the concept of systems and of structure, function, and pattern as key elements To develop understanding of the concept of cause and effect and its relationship to events and eras in history. To develop reasoning skills with application to social studies To develop interpersonal and group process skills To develop skills in historical analysis and primary source interpretation [Unit-specific content goals]

5 Social Studies Curriculum Framework Concept Understanding Systems, Cause and Effect The Social/Historical Context Content Process Using Social Science Processes Reasoning Research Government Economics Learning Social Studies Content and Habits of Mind History Geography Document Analysis

6 Social Studies Curriculum Units Grades 2-8 Ancient Egypt: Gift of the Nile (primary) Ancient China: The Middle Kingdom (primary) Building a New System: Colonial America (intermediate) The World Turned Upside Down: The American Revolution (intermediate) A House Divided? The Civil War, Its Causes and Effects (intermediate) The 1920s in America: A System of Tensions (middle school) The 1930s in America: Facing Depression (middle school) The Road to the White House: Electing the American President (middle school)

7 Social Studies Curriculum Units Grades 9-10 Defining Nations: Cultural Identity and Political Tension Primary Sources and Historical Analysis Post-Colonialism in the 20th Century: Perspectives on Tradition and Change The Renaissance and Reformation in Europe

8 Major Findings - Social Studies Students engaged in the units showed significant gains on measures of critical thinking and content learning. Gifted students showed greater gains than did their non-gifted classmates. Significant conceptual thinking gains occurred for individual units. No significant gender differences appeared on any of the measures. Differences in depth of implementation across schools and teachers corresponded to differences in performance among students.

9 Assessment of Learning Outcomes Pre- and post-assessments for content learning, conceptual thinking, critical thinking Portfolio of writing pieces and other activities Research projects

10 Concept Development

11 Sample Social Science Concepts Cause and Effect Law Patterns Change Leadership Power Conflict Liberty Progress Culture Memory State Government Movement Systems Justice Nationalism Time

12 CONCEPTS FROM THE SYNTOPICON Aristocracy Honor Progress Astronomy Immortality Reasoning Beauty Infinity Religion Being Judgment Revolution Cause Justice Rhetoric Chance Knowledge Science Change Labor Sense Citizen Language Signs and Symbols Courage Law Sin Custom And Convention Liberty Soul Democracy Life and Death Space Desire Logic State Dialectic Love Temperance Duty Matter Theology Emotion Metaphysics Time Eternity Mind Truth Evolution Monarchy Tyranny Family Nature Virtue and Vice Fate Necessity and Contingency Wealth Form Oligarchy Will Good and Evil One and Many Wisdom Happiness Pleasure and Pain World Adler, M.J. (1952). The Center great for ideas: Gifted A Education syntopicon of great books of the Western World. Chicago: The College Encyclopedia of William and Britannica. Mary

13 Concept Development List examples. Categorize. List non-examples. Generalize.

14 Analyzing a System Boundaries Elements Inputs Outputs Interactions, 2009

15 Goldfish Bowl Diagram Draw some elements, input, and output of the goldfish bowl and label them. Make sure you put them in the right spot in the system. Then label the boundaries of the goldfish bowl. What are some interactions that happen in this system?, 2009

16 Systems Model Name of system: Give examples of how the system demonstrates each generalization. The interactions and outputs of a system change when its inputs, elements, or boundaries change. Systems can be productive or dysfunctional. Many systems are made up of smaller systems. Systems are interdependent. Over time, human systems adapt, change in priority, or are replaced.

17 Sample Systems Discussions Patterns of river flooding and effects on Egyptian farming system Exploration of the silk trade as a type of economic system Comparison of European colonist and Native American social systems Comparison of American political system with that of other democracies

18 Cause and Effect Model Causes may have predictable and unpredictable effects. Causes can trigger simple effects or chains of related effects. An effect can be the result of multiple causes with different degrees of influence. A relationship between events that seems to be cause-effect may actually be correlational or coincidental. Causes have short-term and long-term effects. Some effects have causes that are hidden when the event occurs but are discovered later through scientific or historical investigation.

19 Sample Cause and Effect Discussions Causes of the American Revolution Effects of the Declaration of Independence Causes of the Civil War Effects of Lincoln s assassination Causes of the stock market crash Effects of the Dust Bowl

20 Persuasive Writing

21 Hamburger Model for Persuasive Writing Introduction (State an opinion.) Elaboration Elaboration Elaboration Reason Reason Reason Elaboration Elaboration Elaboration Conclusion

22 Dagwood Model Claim/Opinion/Introduction Details Background Details Elaboration Elaboration Elaboration Reason Reason Reason Other Points of View Elaboration Other Points of View Elaboration Other Points of View Elaboration Conclusion

23 Sample Persuasive Writing Opportunities Paragraphs arguing which of the inventions of ancient China is most important to the world today Letters to the Virginia Company asking for more supplies for Jamestown in the early years Paragraphs supporting or attacking the actions of the Sons of Liberty Essays arguing whether Sherman s actions were justified Campaign speeches

24 Reasoning

25 Elements of Reasoning Purpose/ Goal Point of View Evidence/ Data Inferences Issue/ Problem Assumptions Concepts/ Ideas Implications/ Consequences -- Paul, 1992

26 Sample Reasoning Discussions Implications of tourism for Egyptian economy and antiquities Maps as reflection of point of view Assumptions made by colonists and Native Americans about one another Purpose of the Emancipation Proclamation Inferences from political cartoons about perspectives on the New Deal Political concepts underscoring the Constitution Evidence presented in newspaper articles

27 Reasoning about a Situation or Event What is the situation? Who are the stakeholders? What is the point of view for each stakeholder? What are the assumptions of each group? What are the implications of these views?

28 Sample Situation Analysis Activities Passage of the Stamp Act Decisions of the border states on secession Scopes monkey trial ERA in the 1920s and later

29 Document Analysis

30 Analyzing Primary Sources Establishing a Context and Intent for the Source (author, time written, related culture and events, purpose, intended audience) Understanding the Source (issues/events addressed, main ideas/arguments, assumptions and values reflected, expected actions/outcomes) Evaluating/Interpreting the Source (authenticity/reliability, representativeness, potential and actual consequences, influence on historical interpretation)

31 Establishing a Context and Intent Author: Time/When was it written? Briefly describe the culture of the time and list related events of the time. Purpose (Why was the document created?) Audience (Who was the document created for?)

32 Understanding the Source What problems/issues/events does the source address? What are the main points/ideas/arguments? What assumptions/values/feelings does the author reflect? What actions/outcomes does the author expect? From whom?

33 Evaluating/Interpreting the Source Authenticity/Reliability (Could the source be invented, edited or mistranslated? What corroborating evidence do you have about the source? Does the author know enough about the topic to discuss it?) Representative. (How typical is the source of others of the same period? What other information might you need to find this out?) What could the consequences of this document be? (What would happen if the author s plans were carried out? What could happen to the author when people read this? How might this document affect or change public opinions?) What were the actual consequences? What really happened as a result of this document? Short-term Long-term What new or different interpretation does this source provide about the historical period?

34 Sample Primary Source Discussions Ancient poem in praise of the Nile Letters about indentured servitude Stamp Act and Stamp Act Resolutions Camp diaries from Civil War soldiers 1920s KKK mission statement and essay on Garvey s Back to Africa movement Federalist and Anti-Federalist papers Letters to students about riot at Kent State

35 Online Resources for Document Analysis 100 primary source documents from the National Archives: Digital Classroom, the National Archives' gateway for resources about primary sources Primary source and archival materials relating to American culture and history: Primary source historical documents from Western Europe: Primary sources from voyages of discovery:

36 Research Model

37 1. Identify your issue or problem. Research Model What is the issue or problem? Who are the stakeholders and what are their positions? What is my position on this issue? 2. Read about your issue and identify points of view or arguments through information sources. What are my print sources? What are my media sources? What are my people sources? What primary and secondary source documents might I use? What are my preliminary findings based on a review of existing sources?

38 3. Form a set of questions that can be answered by a specific set of data: 1) What would be the results of? 2) Who would benefit and by how much? 3) Who would be harmed and by how much? My research questions: 4. Gather evidence through research techniques such as surveys, interviews, or analysis of primary and secondary source documents. What survey questions should I ask? What interview questions should I ask? What generalizations do secondary sources give? What data and evidence can I find in primary sources to support different sides of the issue? 5. Manipulate and transform data so that they can be interpreted. How can I summarize what I found out? Should I develop charts, diagrams, or graphs to represent my data?

39 6. Draw conclusions and make inferences. What do the data mean? How can I interpret what I found out? How do the data support my original point of view? How do they support other points of view? What conclusions can I make about the issue? 7. Determine implications and consequences. What are the consequences of following the point of view that I support? Do I know enough or are there now new questions to be answered? 8. Communicate your findings. (Prepare an oral presentation for classmates based on note cards and written report.) What are my purpose, issue, and point of view, and how will I explain them? What data will I use to support my point of view? How will I conclude my presentation?

40 Contact Information P.O. Box 8795 Williamsburg, VA (ph) (fax)

41 Consultant Contact Information Dr. Kimberley L. Chandler