Presentation on theme: "PRE-AP STRATEGIES IN SOCIAL STUDIES Using Visual Materials Rigor for all."— Presentation transcript:
PRE-AP STRATEGIES IN SOCIAL STUDIES Using Visual Materials Rigor for all
Please sign in… After signing in take a … Blue Post It if you teach grades 6-8. Yellow Post It if you teach grades 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 It Place your Post It on the AP/Pre AP Vertical Team Awareness Continuum.
As you find your seat… Take a piece of cardstock and fold it in half (landscape…the long way) On one side put your name Write large so I can easily read it On the other side create a visual for each of the following prompts. A success of the past year A challenge of the last year One thing you want to do this summer.
Introductions Darlene Pope Jefferson Middle School, San Gabriel (CA) 35 yrs experience Trainer for College Board, San Gabriel Unified, BTSA, & AVID (local and national); GEAR UP, AVID Coordinator & Elective teacher, HSS Department Chair addresses all handouts will be posted on my wordpress blog
Introductions… in table group take turns introducing yourself groups by sharing… Your name Where and what you teach Years in Education Your experience with Pre-AP, AP, or VT One success and one challenge you face this year… Your hope for today
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 others viewpoints and experiences. Other norms you would like to add?
Goals Evaluate the benefits and obstacles of using visual materials Examine and apply visual analysis techniques Use these techniques to improve students thinking and writing
Visual sources are often underutilized Yet these sources… Can enhance student writing and thinking Stimulate inquiry Are critical for success in rigorous classes (AP) and college Are essential skills in an increasingly visual world
Goals-p2 1. & - of & + 6. &+
Agenda p. ii Pros & cons of visuals Cartoons Break Charts/graphs Photographs Lunch Using visuals to think about and construct written passages Using contrasting visuals to think about and construct written passages
& - ofp. 4 Read Probing the Problem 3 minutes + = I agree = I disagree y/b = yes, but ? = I have a question or need clarification
Next… Respond in a quick write fashion to the prompts 1-3 on p. 5 5 minutes
Share out… Current activities Advantages Challenges
Silent Conversation Now find 2 partners Switch workbooks to the right Use post its to respond to one or two of the responses in the book you received. Initial your comments Pass to the right again and repeat. Return book to original owner. Read the comments
SECTION 2 Cartoon Analysis
HarpWeek: Cartoon of the Day
Probing the Problem What are the challenges and benefits of using cartoons in a social studies/history classroom? Read and respond to this prompt as you read p.6 Use Post Its or write on the text. Share one of your responses…
Cartoon Analysis Time Action Caption Objects Summary
A Society of Patriotic Ladies Fleet Street (a London Magazine) 1775
Thesis Address all parts of the prompt Takes a clear position Provide categories For investigation For analysis For explanation Google Image Result for
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?
How to analyze a prompt.. 1. Underline the directive words Circle the content words 2. dowhat
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.
Now… See if you can identify the parts of a thesis statement in your response Try switching with another group. Identify the parts of an effective thesis statement. A suggestion. Collect thesis statements and have students id the parts Simple way to get students to write effective theses
Other approaches What do you see and what does it tell you? Good as an introductory activity Can be used with any visual Works well with Costas levels of inquiry OPTICS For any visual Advantage-can be easily utilized on a test (only 1 acronym to remember)
OPTICS O = Overview P = Parts T = Title (if not title is given…create one) I = Interrelationships C = Conclusion S = Significance (optional)
… your copy of this editorial cartoon.
SECTION 3 Chart and Graph Analysis
Probing the Problem p. 11 Take a few minutes to read p11 Also jot down on the bottom of the page How often and in what manner you use charts and graphs in your classroom What challenges they present to you or your students
LUKCAS L abel U nits K ey C ontent A ssumption/Attitudes S ummary
Now… in your table groups Use Lukcas to analyze the graph on p. 12 Respond to questions 1-7 in your manual (pp13-14) Record your groups responses to questions 8 & 9 on a pieces of chart paper Share out to other groups
A Variation Attribute chart From: Content Area Reading And Literacy, ALvermann, Phelps, & Ridgeway. Name 1Name 2 Attribute 1 Attribute 2 Attribute 3
Another Variation Making generalizations For each chart or graph make a statement Support that statement with 2 facts Make 2-3 generalizations about the group of charts/graphs Support your generalization with facts from several different charts/graphs
Break Time As you return read Probing the Problem for Section 4 on p16
SECTION 4 Photograph Analysis How do you currently integrate photography into your lessons?
Posers P eople O bjects S etting E ngagement R elationships S ummary
Use Posers To analyze either The photo on p. 17 or… the photo on your table. Create a group chart of your analysis
Why so much collaboration? …because we remember… 10% of what we read. 20% of what we hear. 30% of what we see. 50% of what we see, hear, and say. 70% of what we discuss. 90% of what they do. 90% of what they say as they do a thing
Variations-developing historical perspective Tableaus I Am Poems Flip book Apply to film/documentary clips Other ideas?
Tableaus 3 Volunteers to take a perspective
Break Time-5 minutes to stretch!
SECTION 5 Constructing Written Passages from Two (or more) Visual Sources Extending the power of visuals by incorporating writing
Expanding on what we have learned steps 1-6 on pp Use TACOS to evaluate each cartoon on pp Create a poster to record your answers to questions 1-5 on pp 23, 24 Also brainstorm your prior knowledge for #6 on p. 27. Be prepared to share… Your findings Where you struggled What challenges your students might face.
Now lets go one step further. In your group create a prompt based on the visuals and your prior knowledge. Step 7 Switch prompts with another group and create a thesis statement as well as an introductory paragraph that responds to the prompt. Steps Write your groups response on a poster
Reflect… How might you use this in your classroom? What scaffolding would your students need? What content would you use? Which visuals would work? Dont forget the visuals in your text book How could you link them together?
SECTION 6 Conflicting visuals
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 viewpoints Grapple with conflicting content
As we work through this final activity… What difficulties do students encounter? What are some possible solutions…
Now choose… To use the visuals on pages 32,33,43 You may also use the Thomas Nast cartoon handout… The immigration visuals…
Complete the steps… On 30, 31, 34, & 35…
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 for Struggling students Advanced students
Application Consider your content area The needs of your student population Pick three times to use some of the ideas/strategies you learned today. Complete the implementation guide.
Choose 2 visuals Two are included on pages Or you may choose to use the immigration chart, photo and the following graphic Analyze each one using any of the strategies introduced
Complete question 6 What 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
For each visual Write a summary statement and an analysis of the visual/document that includes some/all of the following Evaluating the reliability, validity, and accuracy of the source Identifying the point of view of the source Comparing/contrasting different interpretations of an event Using accurate evidence to construct support Creating inferences about sources
One way to scaffold this process Cite Summary Quote (describe an element of the visual) Analysis
And another way… Create a chart… To what extent was the US a land of opportunity for immigrants arriving in the 19 th and early 20 th centuries? US was land of opportunity US was not land of opportunity economic political social
Review the analysis of each visual/document … Then create a thesis statement Addresses all parts of the questions Takes a position Sets up categories Categories translate into body paragraphs.
Reflection & Evaluation Remember copies of handouts and student samples are available at hing.com hing.com
Final questions, thoughts? Contact info Darlene Pope Please complete evaluations before leaving Meeting Code: Consultant Code:3077 Session Code:01
Identify the 4 faces looking to the left… You have 14 seconds …a task given to new immigrants when they arrived at Ellis Island.