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Third Grade Social Studies Where do I begin? Teaching Unit 1 and Moving Forward with the Next Units Marlo Mong August 19. 2009.

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Presentation on theme: "Third Grade Social Studies Where do I begin? Teaching Unit 1 and Moving Forward with the Next Units Marlo Mong August 19. 2009."— Presentation transcript:

1 Third Grade Social Studies Where do I begin? Teaching Unit 1 and Moving Forward with the Next Units Marlo Mong August

2 The text book tells me what to teach. Day 1=Chapter 1=page 1 Endless vocabulary lists and multiple choice or matching tests, then move on to the next chapter. Out with the old. In with the NEW!!! Day 1 QCCDay 1 GPS Start with introducing concepts so students can build important schema Design an authentic activity/task that will demonstrate student understanding Think about trade books that will enrich the content being taught.

3 Here’s a Curriculum Map…

4 …the Curriculum Map

5 Here’s a framework…

6 More of a Framework…

7 Teaching Unit 1 Think about all you do to teach routines and procedures at the beginning of the year…this is unit 1! – Lasts about 2 weeks – Introduces all the Enduring Understandings that will be used in Social Studies – Accesses students’ prior knowledge – Builds the scaffolding needed to understand historical, geographic, government, and economic concepts. – A great way to integrate reading strategies and good literature in this unit and beyond!

8 K-5 Suggested Enduring Understandings

9 Here’s a Unit 1 Lesson Example This Is the Way We Go to School by Edith Baer and illustrated by Steve Bjorkman Connecting Theme : Location Enduring Understanding : The student will understand that where people live matters. 1.Introduce the story the story to students and incorporate all the reading strategies you use when you do a read-a-loud. 2.After reading the story, share the map on the last page that shows where all the students live. Have students work in pairs to put the “kids” from the story on your classroom map. (This is a perfect place to do a quick map skills review game…who lives north of the equator, who lives west of Africa, who lives in the Eastern hemisphere, etc.) 3.Lead students in a discussion on why they think these students “go to school” the way they do, focusing on how location has an impact on everything. 4.Student pairs will complete a Venn Diagram comparing where they live to the “kids” they placed on the map.

10 Now what do I do? Introduce a “Concept Wall” to your students – Visual reference to help students organize their learning – Bulletin board, permanent marker on white board, Smart Board flipchart, interactive notebook – Connecting Theme and Enduring Understandings listed at the top – Include broad essential questions – SS GPS listed under appropriate Enduring Understanding – Examples from lessons, important vocabulary, student work, book covers

11 It could look like this…

12 Photo courtesy of Yvette Welch, Gilmer County Schools Or this!

13 Using the Next Units Now that you have helped students understand the themes of Social Studies, now it is time to teach the content! Add to your concept wall! – The broad and specific essential questions that will guide student learning. – Here is where to include the standards you are going to teach. – Include important content vocabulary for the unit. – Visuals of the sponge and “hook” activities you will use to introduce the next unit to your students.

14 How do I know what concepts to teach? Use your curriculum map! – Unit One on every map lists the concepts used for the rest of the year – Every piece of content for the rest of the year is listed under a relevant concept These are suggestions – make them work for your class! Keep up with it all using a concept wall.

15 Teaching Historical Figures  SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy. a.Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and Cesar Chavez (worker’s rights) b.Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.  SS3G2 The student will describe the cultural and geographic systems associated with the historical figures in SS3H2a. a.Identify on a political map specific locations significant to the life and times of these historic figures. b.Describe how place (physical and human characteristics had an impact on the lives of these historic figures. c.Describe how each of these historic figures adapted to and was influenced by his/her environment. d.Trace examples of travel and movement of these historic figures and their ideas across time. e.Describe how the region in which these historic figures lived affected their lives and had an impact on their cultural identification.  SS3CG2 The student will describe how the historical figures in SS3H2a display positive character traits of cooperation, diligence, liberty, justice, tolerance, freedom of conscience and expression, and respect for and acceptance of authority. Marlo, that’s 3 domains! How do I put it all together?

16 Teaching Historical Figures Start with character traits – Introduce vocabulary – Create a chart that describes traits – Give examples of character traits in people important to students’ lives – Refer to chart every time you study a historical figure Integrate Social Studies and ELA – Teach non-fiction reading strategies with biographies – Emphasize the reason historical figure is in the standard – Think about character forming events and impact on society – Discuss differences between what is significant and what is “cool”

17 Using Biographies  How can I do this with students? Working in small groups, look at the timeline. Pick events and explain how the events you chose are significant to the life and times of the historical figure. Read the biography for your chosen figure and list a fact that describes the importance of the events you chose from the timeline. – How did the historical figures actions help or hurt those around them? – What beliefs led to the decisions made by the historical figures? – What did we learn from the beliefs and ideals of these historical figures. Create a word map that describes how the historic figure displays positive character traits that helped reach his or her beliefs and ideals.

18  Paul Revere: What was his role in the independence movement? This is not a unit on the life and times of Paul Revere or the complete history of the American Revolution. Give students basic background of the American Revolution through “the eyes” of Paul Revere. Son of Liberty??? Why? Think about his beliefs and ideals. What about his beliefs and ideals made him feel that change was necessary? Significant location: Boston, MA was a major harbor for the colonies Foundations of the United States of America

19 Something to think about… The “midnight” ride Be careful! The Longfellow poem is not historically accurate! From The Midnight Ride of William Dawes by Helen F. Moore, published in Century Magazine, 1896 ‘Tis all very well for the children to hear Of the midnight ride of Paul Revere; But why should my name be quite forgot, Who rode as boldly and well, God wot? Why should I ask? The reason is clear – My name was Dawes and his Revere.

20 Final Thoughts Remember, Unit 1 is the key! Connect the Social Studies curriculum to what students already know. – Front end planning and instruction will pay off in the long run. – Students will know more than memorized dates, names, and places. – Make the concept wall an integral part of your teaching…it will help you and the students make connections within and between concepts. As you begin to teach the standards in Unit 2 and beyond always, always, always refer back to the Enduring Understandings on your concept wall. Integrate reading and social studies as often as you can! Any questions or comments?


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