3 Please sign in… After signing in take a … Blue Post It if you teach grades 6-8.Yellow Post It if you teach grades 9-12.Pink Post It if you fit into a different category.Administrator, curriculum resource, etc.Write your name and the grade level(s) you teach on the Post ItPlace your Post It on the AP/Pre AP Vertical Team Awareness Continuum.Do a room read or thumb read for this. I know nothing about VT/ I have heard of VT/ I know about VT and use some VT strategies in my classroom/I am I am proficient in VT/AP/PreAP8-8:15
4 As you find your seat…Take a piece of cardstock and fold it in half (landscape…the long way)On one side put your nameWrite large so I can easily read itOn the other side create a visual for each of the following prompts.A success of the past yearA challenge of the last yearOne thing you want to do this summer.
5 Introductions Darlene Pope Jefferson Middle School, San Gabriel (CA) 35 yrs experienceTrainer for College Board, San Gabriel Unified, BTSA, & AVID (local and national); GEAR UP, AVID Coordinator & Elective teacher, HSS Department Chairaddressesall handouts will be posted on my wordpress blog8:15-8:30
6 Introductions… in table group take turns introducing yourself groups by sharing… Your nameWhere and what you teachYears in EducationYour experience with Pre-AP, AP, or VTOne success and one challenge you face this year…Your hope for today
7 Norms Cell phones off or on vibrate. Step out side if you must answer your phone.Limit side bar conversations.There are scheduled breaks, however if you need to step out for any reason, please do so respectfully.Honor other’s viewpoints and experiences.Other norms you would like to add?Also point out when the break is and where restrooms are. Put on a poster
8 Goals Evaluate the benefits and obstacles of using visual materials Examine and apply visual analysis techniquesUse these techniques to improve students’ thinking and writingWe are operating from a set of premises that accept that visual sources are important in a social studies classroom2. These sources should be analyzed in a logical sequence.3. Visuals can stimulate inquiry4. Information from visuals can be used to strengthen students’ writing and thinking5. The increasing visual nature of the world makes this an even more critical skill.
9 Visual sources are often underutilized Yet these sources…Can enhance student writing and thinkingStimulate inquiryAre critical for success in rigorous classes (AP) and collegeAre essential skills in an increasingly visual worldBring in the idea of multiple intelligences and learning styles.
10 Goals-p21. & - of2.3.4.&& +With a partner use the anticipation guide to predict the focus of the six sections of the workshop.
11 Agenda p. ii Pros & cons of visuals Cartoons Break Charts/graphs PhotographsLunchUsing visuals to think about and construct written passagesUsing contrasting visuals to think about and construct written passagesHow well did you do?How many of use anticipation guides with students as a way to build prior knowledge and lead students to read with a question in mind…check for understanding…fix information that does not match…accuracy of guess is not as important as knowing what the thinking was that allowed you to make the prediciton.
12 & - of p. 4 Read “Probing the Problem” 3 minutes + = I agree √ = I disagreey/b = yes, but? = I have a question or need clarificationMake 2 charts one on current practice/ one on advantages and disadvantages. Have a sample cartoon/photo/graph for each table. Ask them to consider When faced with these sources of information what would your students be good at interpreting? Where would they struggle? What skills are required to get information from these sources?
13 Next… Respond in a quick write fashion to the prompts 1-3 on p. 5 5 minutesExplain what a quickwrite is and how it is used. Possible handout
14 Share out… Current activities Advantages Challenges Have participants record info on the charts. Ask for volunteers. Discuss scaffolding…post scaffolding progression on wall. What pitfalls must we as teachers be aware of as we investigate how to more effectively integrate visuals into our practice?
15 Silent Conversation Now find 2 partners Switch workbooks to the right Use post its to respond toone or two of the responsesin the book you received.Initial your commentsPass to the right again and repeat.Return book to original owner. Read the comments
17 HarpWeek: Cartoon of the Day If you were a student how might you go about analyzing this cartoon…what challenges would you face. What skills or knowledge would you need?
18 Probing the ProblemWhat are the challenges and benefits of using cartoons in a social studies/history classroom?Read and respond to this prompt as you read p.6Use Post Its or write on the text.Share one of your responses…Give students a guiding question as they read a document /or analyze a visual to help focus their inquiry and prevent them from being overwhelmed.
19 Cartoon Analysis Time Action Caption Objects Summary Providing students with an acronym gives them a structure with which to analyze and interpret a visual. How do you currently approach cartoon analysis? Use p 8 to explain each element
20 “A Society of Patriotic Ladies” Fleet Street (a London Magazine) 1775 Have participants analyze this cartoon using tacos…have copies of background info available. Do questions 1-6. After 10 minutes share out. Then move to next slide.Another option… “What do you see and what does it tell you?” Use at the start of a topic or lesson to generate inquiry questions.
21 Thesis Address all parts of the prompt Takes a clear position Provide categoriesFor investigationFor analysisFor explanationGoogle Image Result forLink is to a DBQ question that provides the following prompt.
22 In groups of 3-4 Create a thesis statement based on this question… Although women did not have equality with men in the late 18th to early 19th century, the Revolutionary War helped to influence some of the early ideas of the feminist movement. What were some of their arguments for equality, and in what ways did they try to move toward it?
23 How to analyze a prompt.. 1. Underline the directive words Circle the content words2.dowhatIntroduce these as options for analyzing prompts. Have participants use one to analyze prompt on next slideAlso hand out common types of prompts handout. Also hand out key terms sheet.
24 Although women did not have equality with men in the late 18th to early 19th century, the Revolutionary War helped to influence some of the early ideas of the feminist movement. What were some of their arguments for equality, and in what ways did they try to move toward it? Use the documents and your knowledge of the period from 1775 to 1825 to answer the question.Ask for volunteers to underline highlight on white board if available. Have others create chart for prompt analysis
25 Now…See if you can identify the parts of a thesis statement in your responseTry switching with another group.Identify the parts of an effective thesis statement.A suggestion.Collect thesis statements and have students id the partsSimple way to get students to write effective theses
26 Other approaches What do you see and what does it tell you? OPTICS Good as an introductory activityCan be used with any visualWorks well with Costa’s levels of inquiryOPTICSFor any visualAdvantage-can be easily utilized on a test (only 1 acronym to remember)
27 OPTICS O = Overview P = Parts T = Title (if not title is given…create one)I = InterrelationshipsC = ConclusionS = Significance (optional)8:50-9:00
31 Chart and Graph Analysis Section 3Chart and Graph Analysis
32 Probing the Problem p. 11 Take a few minutes to read p11 Also jot down on the bottom of the pageHow often and in what manner you use charts and graphs in your classroomWhat challenges they present to you or your studentsCharts/graphs work well in developing compare contrast and change over time.Ask teachers how they currently use graphs and charts in their classrooms. Point out that once again portable acronym can give students a pathway to analyze these sources of information.
33 LUKCASLabel Units Key Content Assumption/Attitudes Summary
34 Now… in your table groups Use Lukcas to analyze the graph on p. 12Respond to questions 1-7 in your manual (pp13-14)Record your group’s responses to questions 8 & 9 on a pieces of chart paperShare out to other groupsMonitor table groups
35 A Variation Attribute chart Name 1 Name 2 Attribute 1 Attribute 2 From: Content Area Reading And Literacy, ALvermann, Phelps, & Ridgeway.Name 1Name 2Attribute 1Attribute 2Attribute 3Then ask What is being compared? how are they similar? How are they different?
36 Another Variation Making generalizations For each chart or graph make a statementSupport that statement with 2 factsMake 2-3 generalizations about the group of charts/graphsSupport your generalization with facts from several different charts/graphsHave participants choose two of the charts/graphs from india handout to practice with. Then share out. Discuss possible sources for data
37 Break TimeAs you return read Probing the Problem for Section 4 on p16
41 Use Posers To analyze either Create a group chart of your analysis The photo on p. 17 or…the photo on your table.Create a group chart of your analysisJohnstown Area Heritage Association (JAHA)! Immigration chart is from here
42 Why so much collaboration? …because we remember… 50% of what we see, hear, and say.70% of what we discuss.30% of what we see.90% of what they do.20% of what we hear.90% of what they say as they do a thing10% of what we read.Working slide
43 Variations-developing historical perspective TableausI Am PoemsFlip bookApply to film/documentary clipsOther ideas?Point out 3&4 under the extension activities on p 21Point out 3 & 4 under extension activities as being of particular value…#4 is a great one as an intro activity. What’s in your wallet?
47 Section 5Constructing Written Passages from Two (or more) Visual SourcesExtending the power of visuals by incorporating writing
48 Expanding on what we have learned steps 1-6 on pp Use TACOS to evaluate each cartoon on ppCreate a poster to record your answers to questions 1-5 on pp 23, 24Also brainstorm your prior knowledge for #6 on p. 27.Be prepared to share…Your findingsWhere you struggledWhat challenges your students might face.
49 Now let’s go one step further. In your group create a prompt based on the visuals and your prior knowledge. Step 7Switch prompts with another group and create a thesis statement as well as an introductory paragraph that responds to the prompt. StepsWrite your group’s response on a poster
50 Reflect… How might you use this in your classroom? What scaffolding would your students need?What content would you use?Which visuals would work?Don’t forget the visuals in your text bookHow could you link them together?
52 Take a moment to read and respond to the “Probing the Problem” section on p. 29 What strategies or activities do you currently use to encourage students to..Consider opposing viewpointsGrapple with conflicting content
53 As we work through this final activity… What difficulties do students encounter?What are some possible solutions…
54 Now choose… To use the visuals on pages 32,33,43 You may also use the Thomas Nast cartoon handout…The immigration visuals…
56 Share out… Share your responses Share an idea for application Share a difficulty your students might face in doing this type of activity.How could you scaffold this type of activity forStruggling studentsAdvanced students
57 ApplicationConsideryour content areaThe needs of your student populationPick three times to use some of the ideas/strategies you learned today.Complete the implementation guide.
58 Analyze each one using any of the strategies introduced Choose 2 visualsTwo are included on pages25-26Or you may choose to use the immigration chart, photo and the following graphicAnalyze each one using any of the strategies introduced
59 Create an essay prompt that could be answered using these visuals. Complete question 6What other information do you know about this topic and this time period?Create an essay prompt that could be answered using these visuals.First consider the type of question that they address
60 For each visualWrite a summary statement and an analysis of the visual/document that includes some/all of the followingEvaluating the reliability, validity, and accuracy of the sourceIdentifying the point of view of the sourceComparing/contrasting different interpretations of an eventUsing accurate evidence to construct supportCreating inferences about sourcesRed bullets are concrete examples of what elaboration “looks like”
61 One way to scaffold this process CiteSummaryQuote (describe an element of the visual)Analysis
62 US was land of opportunity US was not land of opportunity And another way… Create a chart… To what extent was the US a land of opportunity for immigrants arriving in the 19th and early 20th centuries?US was land of opportunityUS was not land of opportunityeconomicpoliticalsocial
63 Review the analysis of each visual/document … Then create a thesis statementAddresses all parts of the questionsTakes a positionSets up categoriesCategories translate into body paragraphs.Refer to core structure.
64 Reflection & Evaluation Remember copies of handouts and student samples are available at
65 Final questions, thoughts? Contact info Darlene PopePlease complete evaluations before leavingMeeting Code:Consultant Code:3077Session Code:01
66 Identify the 4 faces looking to the left… You have 14 seconds …a task given to new immigrants when they arrived at Ellis Island.