Chapter 6

Share your thoughts about chapter 6 with someone next to you

Dont do being graded on other peoples work
Peer evaluations impact grades
Graded on individual pieces/counted for more
Bei.org
Reflect back to our first day of class
We read an article I used to think now I think
Teaching Social Studies Past and Future
How would you like your teaching of social studies to be different?
What do your lessons reflect?
The way you were taught?
The way you think is best to teach social studies?
Will what you teach be applicable to their lives? Will students
learn from the mistakes of the past?
Whats left:
Presentation
One or two activities
Snapshot
Make it on the rubric
Clear learning target
Assessment for each student
Portfolio Pull together the best of what you did. New things:
Best Things to Implement
Survey everything weve done. Best of them. Short description.
Strategies or ideas.
Downloaded resources
Pick favorite resources and download them
Annotated Strategy List

 Best 15. Short description of them.

Three word
Carousel
Timeline cards
CSIColor symbol image

Four corners

Circle of viewpoints
Statues
Paper sandwich
Word sort
Station
20 Questions
Visual Vocabulary
Generate, sort, connectBulls eye
Mystery Game
12 Offenses
Lesson Indications
Integrated Learning
Marion BradyWhats Worth Teaching?
The undergraduate curriculum is a disaster area. Ernest Boyer
It is a well-known scandal that our whole educational system is geared more
to categorizing and analyzing patches of knowledge than to threading them
together. Harlan Cleveland
We have lost sight of our responsibility for synthesizing learning. Robert
Stevens
The way it seems to go in schools now is to teach information all the
time and make it to the end of the semester or year on time. The art of
synthesizing and analyzing is lost in the race to finish, knowing the
class has been exposed to all the topics.
Solve real-life problems
Listen to students

 Relatable, know how to adult

Students drive learning
There is no longer any principle that unifies the school curriculum and
furnishes it with meaning. Neil Postman
What students are asked to relate to in school is increasingly artificial, cut off
from the human experiences subject matter is supposed to reflect. John
Goodlad
Two Arguments for
Increased complexity
Rapid changes
Acquisition of knowledge
Organized and coherent
More easily assimilated
Clear relationships between learning and experiences
Goal Transfer of meaning, knowledge and skills
Student Brain Research
Challenge
Problem Solving
Critical Thinking
Relevant Projects
Complex Activities
Feedback
Specific
Multi-Modal
Different ways of feedback
Timely
Learner Controlled
Contributing Factors to Meaning-Making:
Emotion
Relevance

 Context and Patterns

Class - Levels
Connected
Within each subject area
Topic to topicone year to the next
Nested
Within each subject area
Writing across the curriculum
Sequenced
Topics or units are rearranged and sequenced to coincide with each
other
English historical novel while History uses the same historical period
Shared
Shared planning and teaching
Overlapping concepts or ideas emerge as organization elements
Webbed
Theme is webbed to curriculum content
Integrated Interdisciplinary approach Problem Based
Standards are covered from multiple subject areas.
Class What and How
What:
Greatly reduce the standards Power Standards
Pursue knowledge and thinking skills together
Literacy as the spine
Intellectual Thinking Standards
Read to infer/interpret/draw conclusions
Support arguments with evidence
Resolve conflicting views encountered in source documents
Solve complex problems with no obvious answer

 How:
Authentic Literacy
Guided Practice and Formative Assessment Done well!
School It depends
Big ideas and Essential questions
Collaboration
Literacy as the Spine
Guided Practice
Independent Practice and Assessment
Whole class discussion and debate
Student writing with reference to the text
Questioning
Socratic questioning seeks to get the other person to answer their own
questions by making them think and drawing out the answer from them.
Concept Attainment The teacher takes a concept to be studied and
prepares examples of what the concept is and is not. Examples are
presented to students as yes or no items. Students must compare and
contrast attributes of the items, hypothesize, and articulate the concept.
Feudalism
Identify the attributes of the concept
Come up with Yes or No examples that cross the curriculum
Put the Examples in the order you will ask them
Technology in the Social Studies Classroom
Primary Source Documents
National Archives
Check out the teachers resources
http://www.archives.gov
The Avalon Project - http://avalon.law.yale.edu/default.asp
Digital versions of primary source documents
Gilder Lehrman - http://www.gilderlehrman.org/collections

Keeping up

https://globaldigitalcitizenfoundation.org/
https://www.edutopia.org/
Economics
There are 9 basic Economic Principles woven into your everyday life.
Infusionomics.com
Password: keystone
8
We all make choices
Scarcity, unlimited wants, limited resources
Active, not passive
Children need a framework for making choices that is best
begun early
Factors driving choices can be material, behavior
Maximize benefits
Integration:
Differentiated instruction
Math store
Modify environment
Make own business
Historical leaders
Predictions/hypothesis
TANSTAAFL (There Aint No Such Thing As A Free Lunch!)
Dont confuse cost with price
Costs are measured in many ways
Material
Monetary
Time

 Morality
Security
Integrate
Friendships
Classroom rules
All choices have consequences
They lie in the future
Predictability improves decision-making
Observe patterns to make prediction
Unpredictability leads to inconsistent decision-making
Relationships
Economic systems influence choices
What to produce?
How to produce it?
For whom to produce it?
Incentives produce predictable responses
Monetary and non-monetary
That which is subsidized or rewarded will increase, and that
which is taxed or penalized will decrease
TO change behavior, change the incentive
Toilet water rag, lipstick kisses
Integration
Behavior Chart
Do what you do best, trade for the rest
Trying to produce everything yourself limits both production and
consumption
Trade works best when there is
Honesty Transparency
Expected gain for both parties

 Gain for both parties does not need equal in order to be valuable
Economic thinking is marginal thinking
Do the marginal benefits exceed marginal costs
Quantity and quality of resources impact living standards
Four factors of production
Natural resourcesland
Human resourceslabor
Capital resourcesequipment
Entrepreneurial resourcesrisk, profit motive
Integration
Communities
Family
Prices are determined by the market forces of supply and demand and
are constantly changing.
They are the forces that make market economies work.
Next week
Final Portfolio Due
Due digitally by midnight Dec. 13
Hardcopy due by 6:30 pm Dec. 13
Check out the Portfolio Checklist in Moodle
The vast majority is a collection of what you have already done in this
class
Tabs/Organized organize the portfolio in any way you find helpful by
type, topic, etc.

What new information did you learn?

For one, I finally understand what my professors are doing when they
are using the Socratic questioning method. In one of my class, the
heart of the class is driven by the questioning method. It makes sense
now. Furthermore, I think how any situation could be related back to
economics is a big idea that I learned.
How has the material/experience affected you?

 One aspect we touched on a little bit earlier in the year and again on
Tuesday was how we try to teach the way weve learned. I solidified the
belief because upon further reflection, I have noticed myself following
in the same footsteps as some of my former teachers. Also, the
economic connections with anything has allowed me to think of how
everyday life can be an example of other concepts that students could
understand.
Has it challenged your thinking?
This has challenged my thinking in the way that it feels like there is so much
information and so many examples out there of various topics that instead of
what the book says, there could be more applicable examples the students
could relate to. Additionally, I have challenged myself to become more
intentional with cross-curricular methods. It is beneficial for students because
it can give them a connection to understand a topic