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TE 401 Teaching Social Studies to Diverse Learners

TE 401 Teaching Social Studies to Diverse Learners. Class 5 September 25, 2008 Teaching History. Agenda. Reflections Hook: Clickers Why history? Teaching History For next time Current Events: Economic Crisis. Reflections. CWR activity – best practice Class blog Diversity

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TE 401 Teaching Social Studies to Diverse Learners

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  1. TE 401 Teaching Social Studies to Diverse Learners Class 5 September 25, 2008 Teaching History

  2. Agenda • Reflections • Hook: Clickers • Why history? • Teaching History • For next time • Current Events: Economic Crisis

  3. Reflections • CWR activity – best practice • Class blog • Diversity • Course movement • Foundations →Disciplines→Methods→Planning

  4. Remember this classic? • http://www.youtube.com/watch?v=Vq4FC287QXA • History is an integral part of social studies, yet it is often looked at as either boring or a series of facts and dates. • Doing History as Levstik and Barton suggest means connecting it to the life of the child.

  5. What challenge do young students face in studying history (Muir)? • They have a difficult time distinguishing among short and long blocks of time • Bruner: • enactive (experiencing an hour, minute) • iconic (reading an analog clock) • Symbolic (digital clock, writing out symbols that show time: i.e., 1:30; 9.25.06)

  6. History is… • Substantive and procedural • involves knowledge of content and process • note the National Standards for History • Chronological • gives students a mental timeline (Muir) • Engaging • Made up of questions to explore

  7. Historical process skills (history is more than just “knowledge”) • Chronological thinking • Historical comprehension • Historical analysis and interpretation • avoiding “presentism” • Historical research capabilities • Historical issues-analysis & decision-making

  8. Our focus: Chronological Thinking • Question – How can students begin to develop chronological thinking? What are strategies teachers can use? • One way is by creating a timeline

  9. Activate Prior Knowledge: The Civil War

  10. For Next Time . . . • Lesson Plan Rough Draft – 10/2/07 (Posted on ANGEL by 9:10 AM) • Levstik and Barton, Chapter 9 • Collier and Collier, My Brother Sam is Dead

  11. Hook: Timeliner 5.0 software • The purpose of this activity is to introduce and utilize Timeliner 5.0 software in order to create a timeline around the United States’ Civil War. • Timeliner 5.0 is kid-friendly software that makes timelines.

  12. Demonstration of Timeliner 5.0 • Timeliner Software C:\Documents and Settings\Erik Jon Byker\Desktop\TimeLiner 5.0.lnk

  13. What makes an event “significant?” • As a class, let’s establish some criteria for what to include on the timelines • What makes an event significant? • What makes an event not significant? • Examples from the 20th century?

  14. Timeliner 5.0 Activity • For the next 35 minutes • Break into groups – of five • Each group will work on creating a different interactive timeline which will eventually be merged as one. • Focus on the time between 1830 – 1870 AD • Group #1 – Cultural/Literature influences on the civil war • Group #2 – Political/Economic influence on Civil War • Group #3 – Civil War events and events leading up to Civil War • Group #4 – Significant events in MI leading up to and during the Civil War. • Group #5 – Global events leading up to and during the Civil War

  15. Groups will: • Include at least 5 events with corresponding time periods – • For each event, describe its significance (cause and effect) • Include at least 3 images (please describe why you picked the image you did) • Give a title to their timeline • Remember to save your timeline

  16. Sources for the Timeline • Video of the Civil War • The Hakim chapters • The Internet (ask.com; google; Wikipedia)

  17. Pros User – friendly software Scale is accurate Meaningful – we select dates/images to go with the activity Cons Overwhelmed by the available information Limited by some of the technology – sound bites, etc.. Maybe a better activity to work in pairs Not a good introduction activity, more for the middle of a unit. Timeliner Pros and Cons

  18. Wrap Up on Teaching History • The museum visit will help us see how museum educators and curators make history accessible to the public • This week, you will be reading Collier and Collier, My Brother Sam is Dead – historical fiction • Question to think about- what prior knowledge do you need to understand My Brother Sam is Dead?

  19. Metacognitive Moment: Likert Scale and Survey • See class hand out

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