Social Studies Strategies for Success

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Social Studies Strategies for Success

• Nancy Hester, RESC XIII
• nancy.hester_at_esc13.txed.net
• www.esc13.net/socialstudies

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• Social Studies Strategies for Success is designed
  to be a practical, easy-to-follow collection of
  activities representative of excellent teaching
  in the area of social studies. The emphasis is
  on activities that are engaging and interactive.
  Integration of knowledge and skills is the key to
  student success.

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Strategies for Success

• Analyzing Primary Source Documents Using the
  Critical Analysis Organizer (Grades 5-12)
• Questioning Strategies The Three Story House
  (Grades 3-12)
• Setting the Stage for Reading The Chapter Tour
  (Grades K-12)

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Strategies for Success

• Vocabulary in Context The Word Splash (Grades
  6-12)
• Sequencing of Events Paper Plate Time Line
  (Grades K-12)
• Examining Culture Areas and Empires
  P.E.R.S.I.A. (Grades 6-12)
• Analyzing Data The Mini DBQ (Grades 5-12)

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Strategies for Success

• Interactive Lecturing Using Graphic Notes
  (Grades 5-12)
• Classroom Discussions - Using a Discussion Web
  (Grades 6-12)
• Integration of Language Arts and Social Studies
  Found Poems (Grades 3-6)
• The Heart of the Matter Poems for Two Voices
  (Grades 5-12)

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Analyzing Primary Source Documents Using the
Critical Analysis Organizer
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Critical Analysis Organizer

• Students practice the process of critical
  analysis (TAKS Objective 5)
• Use primary source documents, maps, graphs,
  political cartoons, photographs

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Critical Analysis Organizer
Title of Subject
What do you infer from the details?
What prior knowledge do you bring?
What are the details?
What is your conclusion? Explain
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Title of Subject
What do you infer from the details?
What prior knowledge do you bring?
What are the details?
What is your conclusion? Explain
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Questioning StrategiesThe Three Story House
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The Three Story House

• There are one-story intellects, two-story
  intellects, and three-story intellects with
  skylights. All fact collectors who have no aim
  beyond their facts are one-story men.Two-story
  men compare, reason, generalize, using the labor
  of fact collectors as their own.Three-story men
  idealize, imagine, predict -- their best
  illumination comes from above, through the
  skylight.
• - Oliver Wendell Holmes

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Questioning Strategies

• It is crucial for students to learn how to
  effectively analyze and interpret primary sources
  - artifacts, photographs, pictures, documents,
  quotes, maps...
• It is helpful to look at the intellect as a house
  that has 3 stories - on the first story students
  gather information. On the second story students
  interpret or process the information. Moving to
  the third story, students draw conclusions about
  the whole house and apply the information. It
  might be easier to just shimmy up the side to get
  to the third floor without first passing through
  the lower floors. But just like in real life, a
  student must have the factual data and time to
  process and interpret it, before drawing
  conclusions and applying the information.

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Questioning Strategies

• First Story Questions
• Identify 10 details you see in this scene.
• How would you describe the scene?
• Who are the people involved?
• What do you hear, smell, taste and feel in this
  scene?
• What action do you see in this scene?

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Questioning Strategies

• Second Story Questions
• Where does this event take place? How do you
  know?
• If you were a soldier in this scene, how would
  you be feeling now?
• Why is this event taking place?
• Is this picture like any others you have seen?
  How is it similar or different?
• How is this view different from the traditional
  (Texan) view of The Battle of The Alamo?

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Questioning Strategies

• Third Story Questions
• What will soon happen in this place? Support with
  details.
• Why is this event happening now? Support with
  details.
• Write a short caption for this picture.

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Texas Humanities Interactive, Artwork by Howard
L. Hastings, cover illustration for J. Walker
McSpadden, Texas, A Romantic Story for Young
People, 1927
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Setting the Stage for ReadingThe Chapter Tour
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Chapter Tour

• When you take a tour of a museum the guide helps
  you to focus on what is interesting or important.
• Talk the students through the chapter. Provide
  enough direction and background so they can learn
  what is important in the reading.

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Chapter Tour

• Students are encouraged to look at the chapter to
  see the big picture first before tackling the
  details.
• Students are conditioned to make more systematic
  use of reader aids provided within a chapter.

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Chapter Tour

• Make special notice of ways the chapter forecasts
  organizational structure
• Cause and Effect
• Compare and Contrast
• Concept and Definition
• Problem and Solution

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Chapter Tour

• Make special notice of ways the chapter signals
  key themes, concepts, and ideas
• Change
• Crisis
• Progress

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Chapter Tour

• Variation Allow students to work with a partner
  to complete a chapter tour and verbalize what
  they are discovering about the topic or chapter
  organization.

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Vocabulary in ContextThe Word Splash
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Word Splash

• Access prior knowledge
• Provide motivation for reading
• Set a clear purpose for reading
• Decipher vocabulary
• Allow for a variety of modes of learning

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Word Splash

• Select six to ten social studies terms, people,
  or phrases from a unit of study. Be sure to
  include not only similar words that will indicate
  the subject of the selection but also some of the
  words and phrases that seem contradictory to the
  others.
• Give each student a little time to think about
  what the terms, people, or phrases have in
  common.

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Word Splash

• Ask students to form small groups of three to
  five (or you can assign them to groups). In
  their groups, they should decide what the main
  category or topic is for the terms, people, or
  phrases. They should also create a narrative or
  an explanation that will include all of the words
  or phrases.
• Ask each group to share their narrative or
  explanation. Ask students to list the common
  elements they heard and list these elements on
  the board.

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Word Splash

• Assessment
• Students, in small groups, are able to create a
  story using 90 of the words presented.
• Students are able to identify and list at least
  one common element from every narrative presented.

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Sequencing EventsPaper Plate Time Line
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 Materials Paper Plates, Markers, Glue,
Construction Paper 1.     Assign students into
pairs. 2.     Give each pair of students an event
in an important sequence. 3.     Each pair will
prepare a representation on a paper plate of the
event as if it were being made into a
commemorative medal (coin). Each medal (coin)
must include the name of the event, a symbol that
represents the event, and a motto or slogan
representing the event. 4.     When the
medals are complete, hang them on the wall in any
order. The class must come to consensus as to
the true order or sequence. Students must give
at least two reasons as to why an event should be
placed before or after another, or at the
beginning or end of the sequence.
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Paper Plate Time Line
?
Event
Event
Event
Event
Event
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Examining Culture Areas and EmpiresP.E.R.S.I.A.
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P.E.R.S.I.A.

• Political, Economic, Religious, Social,
  Intellectual and Area/Geographic Connections
• World Geography Characteristics of Culture
  Areas
• World History Characteristics of Empires and
  Significant Eras

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Intellectual Influences The Arts
Religious Influences
Political Influences
Area Geographic Influences
Economic Influences
Social Influences
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P.E.R.S.I.A.
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Analyzing DataThe Mini DBQ
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What is a Mini-DBQ?

• Document-Based Question
• Asks you questions about written or printed
  materials.
• Some questions can be answered in one or two
  sentences.
• Some questions require taking information from
  several documents to write a paragraph or more.

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What is a Mini-DBQ?

• A Mini-DBQ includes both
• Scaffolding Questions
• Written Response Question The Big Question

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Sample DBQ Components

• Historical Background and Task
• Scaffolding Questions
• A. Newspaper Article
• B. Cartoon
• C. Quotes
• D. Posters and Broadsides
• E. Graphs and Pictures
• Essay Response to An Overall Question

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What are Scaffolding Questions?

• Scaffolding questions are essential questions
  included after each document
• Provide information that will help students
  answer the big question
• Should be clear and specific

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Sample scaffolding questions

• What are the pictures and symbols in this
  cartoon?
• What does this cartoon tell you about
  ______________?
• What expectations might you have about
  ________________ after hearing this speech?
• According to the poster, what were two reasons
  for ______________?

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What are Written Response Questions?

• Require writing a paragraph to answer the
  question.
• Require a topic sentence and support.
• Look at the Whole Picture What is the Big
  Question? (Essential Question)

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Looking at the Whole Picture - Developing the Big
Question

• The best questions center on issues
• Compare/Contrast
• Illustrate similarities and differences
• Illustrate bias or point of view
• Describe change over time
• Discuss issues categorically socially,
  economically, politically
• Explain causes and effects of historic events
• Examine contending perspectives on an issue

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Sample Big Questions

• Describe the conditions in _________ that led to
  ___________.
• Discuss the effects of _____________ on
  ______________ .
• Evaluate the problems/difficulties that led to
  __________.
• What were the consequences of __________?

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Sample Big Questions

• Discuss the positive and negative effects of
  _____________.
• Should ________________ be praised or condemned?

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The United States Enters World War I
  Answer the questions that follow each
document  
Kaiser Wilhelm II issued orders to U-boat
commanders on 1st February, 1917We will
frighten the British flag off the face of the
waters and starve the British people until they,
who have refused peace, will kneel and plead for
it. Dr. v. Bethmann-Hollweg, Imperial Chancelor
of Germany The determination to launch the
unrestricted U-boat war depends, then, upon the
results which we may expect. Admiral von
Holtzendorff assumes that we will have England on
her knees by the next harvest. The experiences of
the U-boats during the last few months, the
increased number of U-boats, and England's bad
economic situation, will at least increase our
chances of success.  
1. What was Germany trying to accomplish by
using unrestricted submarine warfare?
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• 2. What would Germany hope to gain by Mexicos
  entrance into the war? What did Germany ask
  Mexico to do?

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World War I Events of 1915-17 January 19,
1915First German Zeppelin air raid on
England. February 4, 1915 Germany declares a
submarine blockade of Great Britain. Any boat
approaching England is considered a legitimate
target. April 22-May 5, 1915Second Battle of
Ypres marks first use of chemical weapons. April
25, 1915 Allies begin assault on Gallipoli
peninsula in Turkey. May 7, 1915Sinking of the
passenger ship Lusitania. May 23, 1915Italy
declares war on Austria-Hungary. February 21
Dec 18, 1916 The longest battle of the war, the
Battle of Verdun, is fought to a draw with an
estimated one million casualties. May 31-June 1,
1916 The Battle of Jutland, the only major naval
engagement of the war is fought with no clear
winner. July 1-November 18, 1916 The Battle of
the Somme results in an estimated one million
casualties and no breakthrough for the Allies.
November 7, 1916Woodrow Wilson re-elected
President of the United States. December 7, 1916
David Lloyd George becomes Prime Minister of
Britain. December 31, 1916The self-avowed
Russian holy man, Rasputin, is murdered by
relatives of the Tsar's. February 1, 1917Germany
again declares unrestricted submarine warfare.
March 15, 1917 Tsar Nicholas II of Russia
abdicates. Provisional government is declared.
April 6, 1917 The United States declares war on
Germany. April 14, 1917British and Canadian
troops advance 3 miles at Arras. April 16-29,
1917 The French Army launches the Chemin des
Dames offensive, but fails to break through the
German lines. Mutiny breaks out amongst the
French troops.
3. What events in 1915-1917 would have had the
most significant impact on American public
opinion regarding involvement in the War?
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The Big Question
After years of neutrality during World War One,
what were the compelling circumstances that led
the United States to declare war on Germany?
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Interactive LecturingUsing Graphic Notes
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Graphic Notes

• Graphic Notes utilize the following tools to help
  manage difficult text so that meaningful learning
  may occur
• A Visual
• Arrows from the visual
• Textboxes

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Graphic Notes

• Graphic Notes help to engage students
• The format is visual
• The requested text is shortened
• Connections are made from the visual to the text
• Weaknesses in language development are minimized
• Weaknesses in organization are minimized

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• Battle of the Headscarf
• Ataturk, ruler of Turkey in the 1920s changed
  the way Turks dressed, eliminated the headscarf,
  gave women the vote, and pushed religion to the
  sidelines. He called the system of secular
  nationalism, Kemalism. The modern guardians of
  Kemalism in Turkey are the military generals.
• Today in Turkey, the headscarf has become a
  highly charged symbol of the collision of a
  secular state (Kemalism) and Islamic law. Muslim
  girls demand the right to wear a headscarf when
  they go to school.
• In 1996 an Islamist became Prime Minister of
  Turkey and proclaimed a new moderation of secular
  society.
• What lies ahead for the women of Turkey who
  consider Islam to be a vital part of who they
  are?

• Crisis of Identity
• Muslims have been wrestling with modernity for
  200 years.
• During the Golden Age of Islam, Muslims were on
  the cutting edge of science and progress.
• Many Muslims believe that there is no
  contradiction between Islam and science. Islam
  encourages us to learn more about ourselves.
• How does one reconcile Islamic tradition with
  todays world?
• Should a modern state adopt secular law or
  Islamic law known as the Sharia?
• Islamists believe that modern Islamic states
  should replace their secular governments with
  Islamic law.
• Legal issues with regard to marriage and womens
  rights are at the heart of the identity crisis.

• The Pressure for Change
• Women in Iran were active participants in the
  revolution.
• Some women openly flout the Islamic dress code
  with make-up and jewelry, and colorful
  headscarves worn far back on the head.
• Three-quarters of the people of Iran are under
  30.
• Iran had a series of autocratic rulers, including
  the Shah, before Islamism.

• Islam and the West
• Many modern Muslims live and work in the West.
  Concepts such as rationalism, skepticism and
  individualism essential characteristics of
  modernity and the principles of democracy and
  republican government are at odds with Islamic
  law for many Muslims.
• Conservatives insist on obedience to truth as
  revealed by the Prophet Muhammad. Modernists
  argue that reason enables human beings to
  interpret revealed truth in light of modern
  conditions.
• Most Muslims do not embrace either Islamism or
  secularism whole-heartedly. Both are viewed with
  suspicion. Many believe that modernization
  equals Westernization.
• The current crisis of understanding between
  Muslims and the West could lead to greater
  understanding or greater polarization.

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Classroom DiscussionsUsing a Discussion Web
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Discussion Web

• Enable students to actively participate in a
  discussion
• Provide a framework for evaluating both sides of
  an issue or question
• Help students develop and organize support for
  their positions

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Yes
No
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Integration of Language Arts and Social Studies
Found Poems
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Found Poems

• Found poems are created from snippets of text
  from previously published found material
• They help students to develop an understanding of
  perspective and point of view
• Students work independently or in pairs
• Students construct their own learning

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Found Poems

• Select 8-12 phrases that appeal to you - about
  six words each
• Use the words and phrases from the documents that
  you believe show insight into the author to
  create your own 5-10 line poem
• No line can be longer that 10 words

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Found Poems

• You can use the phrases in any way you like (For
  example, you may repeat words or clusters of
  words as often as you wish)
• You can not change the order of words from the
  original
• You can leave words out, but you cannot add any
  of your own words

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Found Poems

• The Library of Congress American Memories Web
  Site is a great source of manuscripts and primary
  source documents
• http//memory.loc.gov/
• Collages of Immigration Found Poems

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Bound for San Francisco
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A Slanting Sun
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The Heart of the MatterPoems for Two Voices
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Poems for Two Voices

• Integrate English Language Arts and Social
  Studies
• Compare primary source documents on a single
  topic
• A dialog for opposing viewpoints
• Help students develop an understanding of
  perspective and point of view

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Graduation
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A Day That Will Live in Infamy
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Contact Us

• Nancy Hester, RESC XIII
• nancy.hester_at_esc13.txed.net
• www.esc13.net/socialstudies
• [phone]