exploring social studies in the dual language classroom: people, place, and time adapted by tessa...

Exploring Social Studies in the Dual Language Classroom:

People, Place, and Time

Adapted By Tessa Burton

DOlsonSeptember 2014

Today’s OutcomesBecome familiar with the meaning and purpose of social studies熟悉学习社会学的目的Identify strategies for developing historical thinking and social studies

literacy using primary and secondary sources区别用最初和间接资源来开发历史思维和社会学的策略


Essential Questions

How do we teach social studies to deepen students knowledge and understanding of the world?为了让学生加深对世界的理解，我们该如何教社会学？How does using social studies/history literacy strategies serve both, social studies understanding and language development?我们如何在教社会学、历史的同时，兼顾学生的语言提高和对社会学的理解。


History helps us make sense of our world

History

Geography Economics

Civics


How did you learn social studies/history when you were a student?

What did a typical social studies/history lesson look like when you were a student?


Why study social studies? What is the Purpose of Social Studies?

“The primary purpose of Social Studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” --National Council for the Social Studies

• But….what does this mean?

• What does this look like in the classroom?

• How do we get there?

In social studies, students MUST think critically


Social Studie

s

Evaluate

Interpret

Determine

Delineate

CompareAnd

Contrast

Cite Evidence

Assess

Analyze

Teachers MUST…

1. Build students’ knowledge through content-rich nonfiction通过内容丰富的真实材料来进行教学2. Develop students’ reading, writing, and speaking grounded in evidence from text通过文本材料来开发学生的听说读写能力3. Create opportunities for students to engage with complex text and its academic

language给学生创造用学术语言来进行复杂内容学习的环境

4. Advance students’ literacy 提高学生的文学能力



How?


www.utahchinesedli.org

• Utah Core Curriculum• Lesson Plans• Resources

http://www.utahchinesedli.org/


The issue with textbooks


Examples of resources:Visual Materials

Photographs, paintings, artifacts, film…


Resources:

Speeches, Autobiographies, diaries, calendars, newspapers, magazines, songs, oral histories, etc.…

Written and Oral Sources


Resources…

• Birth Certificates• Government records• Deeds• Court documents • Military records • Tax records • Census records• Letters • Art


Resources

Produced by people who did not witness the event, live during the time period, or know a person associated with the event.


Resources:

Start with an Essential Question – what do you want the kids to know?

UNITEssential

Questions

LESSONGuiding

Question

LESSONGuiding

Question

LESSONGuiding

Question


Tips for Using Essential Questions

1. Organize programs, courses, units of study, and lessons around the questions. Make the “content” answer the question.

2. Use a reasonable number of questions per unit. Make less be more. Prioritize content for students to make the work clearly focus on a few key questions.

3. Frame the questions in “kid language”. 4. Ensure that every student understands the question and sees their

value.5. Sequence the questions so they naturally lead from one to another.Wiggins & McTigue, p. 106 PD


How do we start exploring the answers to essential questions?

It’s about… Not lecturing….

Read like a historian….



Reading Like a Historian

1. What did you notice students were doing?

2. What role did teachers play? What’s the evidence?

3. Who was doing the thinking? What’s the evidence?

4. Think of opportunities where you can turn history into of a series of questions instead of a series of answers?

Whenever possible….Ask, don’t tell

https://www.teachingchannel.org/videos/reading-like-a-historian-curriculum

How do I select a text to use in a lesson?

2. What is the learning goal you hope students will

achieve from engaging with this

text? Why this text?

3. AccessWhat words, passages,

or concepts might students struggle with?

How will you address these before students engage with the text?

4. Pre Reading Strategies

How will you connect or identify students’

prior knowledge?

6. Post Reading Strategies

How will you know if the learning goal was achieved? What will

you look for?

5. During Reading Strategies

How will students engage with the text?

What will they do while reading the

text?

1. Learning GoalWhat knowledge and

skills will students learn from this unit or

lesson?

7. Multiple Perspectives

What other texts can be compared or

contrasted with this text?


Sel

ect

a Te

xt

8. AssessHow will you know

students achieved the learning goal?

http://www.procon.org/

http://www.procon.org/

http://www.slcschools.org/departments/curriculum/social-studies/TeacherResources.php

Arguefor a particular interpretation

Describe People, places,

time

Engage in a variety of texts

Refutebased on new

evidence

Speculate on causes of

events

DiscussThe significance

of events

AnalyzeActions taken

What opportunities do

students have to…


Using questions during instructions

What does questioning look like in your classroom?• Are questions scaffold to support understanding?

• Clear and specific• simple to more complex (Bloom’s)

• Do questions ask students to cite evidence from the text?• How do you extend students’ thinking in verbal Q&A?

• Ask, but don’t tell• Do you ask students questions to probe and guide their thinking to arrive at a

conclusion or to answer their own questions?

Who is doing the thinking?

How do we build content knowledge and literacy in the social studies classroom?

Read it Think it Talk it Write it



Your Turn

1. Read (Interpretive)• Do a close read of each of the passages - What is the author’s claim?

2. Write (Presentational):• Complete the graphic organizer for each of the passages

3. Discuss (Interpersonal):


Lunchroom Food Fight


Buddhism

Consider….


Debrief

Final Thought

“I never teach my pupils, I only attempt to provide the conditions in which they can learn.”

― Albert Einstein


exploring social studies in the dual language classroom: people, place, and time adapted by tessa...

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