Social Studies that Sticks

1. Social Studies that Sticks Mini Workshop

2. Instructional Shifts The C3 Framework: • Emphasizes prep for college, career, and civic life. • Envisions instruction as an inquiry arc of four interlocking and mutually reinforcing dimensions. • Is centered on the use of questions to: • spark curiosity • guide instruction • deepen investigations • acquire rigorous content • apply knowledge and ideas in real world settings to become active and engaged citizens in the 21st century. David A. Johnson - Northern Michigan Learning Consortium

3. Connections to CCSS The C3 Framework: • Creates a context for literacy instruction that is meaningful. • Emphasizes the importance of reading, writing, speaking and listening, and language skills for building disciplinary literacy. • Aligns the Four Dimensions to the CCSS. David A. Johnson - Northern Michigan Learning Consortium

4. The Road Ahead • MDE will recommend to state BOE after Common Core debate has calmed down, and Michigan educators have had a chance to work on alignment • Alignment project began Summer 2013 through consultantsand is continuing David A. Johnson - Northern Michigan Learning Consortium

5. The Path to Clearer, Fewer Standards • MSSSA Plans – Work with BAA to change the assessment, work with MDE to build the correlations. • Bottom line: C3 is meant to be guidelines for enhancing rigor. MDE does not have the manpower to update our GLCE/HSCE documents. It is up to us. • The Plan: Crosswalk guides to hone focus from “Checklist” to “understandings” David A. Johnson - Northern Michigan Learning Consortium

6. Rigor/Relevance Framework Teacher/Student Roles D C Student Think Student Think & Work R I GOR High B A Teacher Work Student Work Low Low High RELEVANCE David A. Johnson - Northern Michigan Learning Consortium

7. Rigor/Relevance Framework Problems KNOWLEDGE D C Projects Activities B A A P P L I C A T I O N David A. Johnson - Northern Michigan Learning Consortium

8. Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions R I GOR High B A Right Answer Right Procedure Low Low High RELEVANCE David A. Johnson - Northern Michigan Learning Consortium

9. Current Assessments Next Generation Assessments Bloom’s 6 CD AB 5 Focus for Next Generation Testing 4 3 2 12 3 4 5 1 Application David A. Johnson - Northern Michigan Learning Consortium

10. Rigor/Relevance Framework History - High School D C Summarize global impacts of Vietnam and project impacts of The War in Afghanistan Analyze original documents and summarize reasons for US opposition to involvement in Vietnam R I GOR High B A Interview local Vietnam veterans and describe impacts from their perspective Identify reasons for US involvement in Vietnam Low Low High RELEVANCE David A. Johnson - Northern Michigan Learning Consortium

11. Questions… • Compelling • Supporting • What’s the difference and how do we use them?

12. The Tech Connection • The world is at your students fingertips. • Do you want them to just “google” the answers, or apply it? • Bring the world in, but help them make sense of it.

13. David A. Johnson - Northern Michigan Learning Consortium

14. Our Compelling Question • What is the purpose of teaching social studies in every grade level K-11 in Michigan? • Turn, Talk, and Share David A. Johnson - Northern Michigan Learning Consortium

15. Big Problems/Persistent themes to Focus SS • How do we survive? • How do we thrive? • How do we evolve? • What causes us to devolve?

16. How do we survive? • From hunter-gatherer societies, rise of cities, great plagues, dangers and disasters in the age of exploration, invasions, world wars. • Tap into survival whenever you examine exploring unknown regions, migration, shifts in climate and environmental disasters, natural or man made calamities, persecution, economic distress, homelessness. • Examine evidence of the attempt to survive when you handle artifacts such as tools, weapons, clothing, animal traps, cooking implements, heating, shelter, etc.

17. How do we thrive? • Beginning in Mesopotamia, Egypt, Kus, development of argricultural technology, the rise of cities, commerce, and trade. • Tap into this problem when we examine origins of architecture, medicine, formal codes or laws, water supply systems, lighting, plumbing, domestication of animals. • Examine evidence by studying artifacts such as textiles, weavings, furniture, baskets, pottery, simple machines, boats, plows, carts, tools required to make all of the above

18. How do we evolve? • Begins with early civilizations in Mesopotamia, China, and India, development of architechture for purposes, invention of writing, paper, books, math, calendars, art, and music. • Examine or discuss the origins of religion, moral codes, literature, mythology, philosophy, philanthropy, science, drama, forms of government, politics, division of labor, citizenship. • Study artifacts such as maps, musical instruments, pumps, bridges, coins, armor, stirrups, etchings, paintings.

19. What causes us to devolve? • The darker side of human thinking and invention. People devising ways to wield power over others. • Early civilizations organizing themselves around hierarchies or caste systems. • Tap into this problem when you discuss behaviors such as discrimination, slavery, bondage, genocide, invasions and warfare, torture, germ warfare, atomic bombs, anarchy, wholesale looting and rioting. • Examine when you study the Holocaust, the African slave trade, imprisoning the innocent, child-bonded labor, wars, institutionalized racism, discrimination, economic oppression

20. Where does what you taught yesterday fit? David A. Johnson - Northern Michigan Learning Consortium

21. Where does what you’ll teach tomorrow fit?

22. Retool your Thinking • Social Studies as Events vs. Social Studies as Problem Solving Behavior David A. Johnson - Northern Michigan Learning Consortium

23. What problem were people trying to solve? David A. Johnson - Northern Michigan Learning Consortium

24. What problem were people trying to solve? David A. Johnson - Northern Michigan Learning Consortium

25. What problem were people trying to solve? David A. Johnson - Northern Michigan Learning Consortium

26. What problem were people trying to solve? David A. Johnson - Northern Michigan Learning Consortium

27. What problem were people trying to solve? David A. Johnson - Northern Michigan Learning Consortium

28. The Link between solutions and problems • Students get ideas for solving problems in the present • Students get ideas for improving the future • If students complain that social studies is irrelevant to their world and their lives, the four basic questions can help your students see that the study of the past is not about guys, government and glory…It’s about the recurring questions that humans must face in any era and how they arrive at their answers. (Schmidt, p41) David A. Johnson - Northern Michigan Learning Consortium

29. The Tech Connection • Have students keep track of the questions you and they are asking, the problems they’re investigating, and the solutions they’ve uncovered in a free cross platform app like Evernote.

31. Primary Sources • The hardest fun you can have in your classroom. • What we can learn from a well placed primary source

32. What happened to disloyal colonists violating the boycott on British tea? • RESOLVED that whoever shall be abiding or assisting, in the landing, or carting of tea, from any ship, or vessel, or shall hire any house, storehouse, or cellar or any place whatsoever, to deposit the tea, while it is subject, by a British Act of Parliament, to the payment of a duty, for the purpose of raising revenue in America, he shall be deemed an enemy to the liberties of America, and we will not deal with, or employ, or have any connection with him.

33. How to behave towards native people encountered on voyages of exploration: • To have it still in view that shedding the blood of those people is a crime of the highest nature: They are human creatures, the work of the same omnipotent Author, equally under His care with the most polished European; perhaps being less offensive, more entitled to His favor • - From the Royal Society offered the consideration of Captain Cook, 1768

34. How to treat small pox when you’ve run out of vaccine: • As we had no vaccine, we decided to inoculate with the smallpox itself. The smallpox matter should have been taken from a very healthy person, but unfortunately, Mr. Halsey was not sound, and the operation proved fatal to most of our patients. • - Charles Larpenteur, Forty Years a Fur Trader on the Upper Missouri, 1833-1872

35. Our Town Activity • In groups, snoop through the documents I’ve provided. • What could an outsider guess about this place based on these documents? • Is there any connection between the documents? • Is there any contradiction or irony? • Is anything in these documents news to you?

36. Tips for Starting: Our Town • Ask your students – Does everything have a history? • Pick up the following: junk mail, discount coupons, a map of your town or region, flyers, calendar section of the local newspaper, obituary page, application for a library card, real estate brochures, brochures for political campaigns, etc. • Divide your students into small groups, have them scour through the resources to answer the questions you’ve provided.

37. Tips for Teaching from Primary Sources • Less of: We’re going to read this document • More of: We’re going to snoop through someone’s mail today. • What is the purpose? • Who was the audience? • What does this tell us about the time and the people?

38. Primary Sources To Look For • Arrest records • Advertisements • Catalogues • Census • City Directories • Guidebooks • Laws • Ledgers • Newspapers • Obituaries • Patents for Inventions • Reciepts of Purchase • Recipes • Sheet Music • Ships Logs • Transcripts of Trials

39. Resource: How To Make Primary Source Documents Talk

41. Informants – How do you make dead people talk?

42. Guiding Questions for Biographical Research • What attracted you to this person? • Name three of this person’s major accomplishments • What advantages and disadvantages did your person have over other people who lived at the time? • What point of view, attitudes, and values does your person have? Be able to explain them. • What’s one quotable quote from (or about) this person that will help your classmates know him or her better? • What do you admire most about this person? • What mistakes did this person make? What was the result? • What were the strengths and weaknesses of this person? • Do you think this person would have been a success if he or she lived in the twenty first century?

43. Projects for “Informants” • Annotated Visual Biography Time Line • Annotated Life Story Map • Blind Dating