1. Social Studies Knowledge Topic 2

2. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 2 Don’t make the mistake of thinking that your job is to teach the social studies basal textbook supplied to you by your school. Your job is to: 1. Evaluate the book in terms of how it will help you achieve your objectives. 2. Design lesson plans that choreograph the book and other resources. 3. Focus on Big Ideas, Procedural Knowledge, and Basic Skills. 4. Use the Information Knowledge from the text and other resources. Teacher’s Tip:

3. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 3 Character & Citizenship Social Sciences Character & Citizenship Government Character & Citizenship Economics Character & Citizenship Geography Character & Citizenship History Ideas & Beliefs Academic Disposition Basic Skills Knowledge Procedural Knowledge Information Knowledge Subject Topic 1 List Group & Label: Social Studies

4. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 4 The purpose of social studies for young children, K–6, as for all age groups, is to enable them to understand and participate effectively in their world. Social studies –explains their relationship to other people, to institutions, and to the environment. –equips them with the knowledge and understanding of the past necessary for coping with the present and planning for the future. –provides them with the skills for productive problem solving and decision making as well as for assessing issues and making thoughtful value judgments. –Integrates these skills and understandings into a framework for responsible citizen participation, whether in their playgroup, the school, the community, or the world. NCSS Goals Statement The Purpose of Social Studies

5. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 5 social sciences typically refers only to the academic disciplines of sociology, psychology, and sometimes anthropology social studies also includes history, economics, geography, the humanities, and philosophy. At the elementary level, social studies typically integrates all of these fields of study. Social Studies and Social Sciences

6. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 6 Generic Basic Skills Social Studies Basic Skills Basic Skills Knowledge

7. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 7 Information Knowledge (sometimes referred to in the academic literature as Propositional Knowledge, Declarative Knowledge Facts Concepts Generalization Teacher’s Tip Non-fact-based generalizations are a necessary part of age- appropriate instruction and textbooks. But teachers should use them either to teach children how to read social studies content critically (i.e., is this material supported with facts?) or to serve as a launching pad for a lesson on how to develop facts around a generalization. Information Knowledge

8. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 8 A record of knowledge (Information Knowledge) and knowledge (both Information and Procedural Knowledge) Generic Procedural Knowledge –Thinking Skills and Critical Thinking –Taxonomy of Educational Objectives Evaluation, synthesis, analysis, application, understanding, and knowledge http://www.educ.state.ak.us/tls/frameworks/sstudies/part3a1.htm http://www.educ.state.ak.us/tls/frameworks/sstudies/part3a1.htm –35 Dimensions of Critical Thought http://criticalthinking.org/resources/TRK12-strategy-list.shtml#s17.http://criticalthinking.org/resources/TRK12-strategy-list.shtml#s17 Procedural Knowledge

9. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 9 Modes of reasoning, executive processes, and habits of mind. Includes 1.Deciding on the nature of the problem 2.Creating a mental image of the problem 3.Developing a strategy to use basic skills and executive processes Ten NCSS Themes http://www.ncss.org/ http://www.ncss.org/ Procedural Knowledge

10. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 10 Text Structures 1.Generalization supported by examples 2.Enumeration (lists of items) 3.Time patterns (items or events placed in chronological order) 4.Climax patterns (items arranged from least important to most important, 5.worst to best, or smallest to largest) 6.Compare-and-contrast patterns 7.Cause-and-effect patterns Houghton Mifflin’s Reading 9, “Using Money” A S S I G N M E N T 2. 1

11. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 11 If Procedural Knowledge is how to think more like an expert in a domain or discipline, an Academic Disposition is the instinct to use Procedural Knowledge and the expertise to use the appropriate type of Procedural Knowledge. 1.Fact finder: instincts to probe, refine, and simplify 2.Follow through: instincts to organize, reform, and adapt 3.Quick start: instincts to improvise, revise, and stabilize 4.Implementer: instincts to construct, renovate, and envision Academic Disposition

12. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 12 An idea is a thought or initial opinion that a person formulates on the basis of his or her unique accumulation of Information and Procedural Knowledge. Ideas may be correct or incorrect; all ideas are only partially formed and, Naïve ideas Grade-appropriate ideas. A belief is an idea that is transformed because we embrace it, value it, and believe it to be correct Racism and sexism are undemocratic beliefs, yet some of your students may come to school affirming them based on their parents’ beliefs. How is a teacher to reconcile the conflict between family belief systems and those of a democratic society? Ideas and Beliefs

13. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 13 We know you highly esteem the kind of learning taught in these colleges, and the maintenance of our young men, while with you, would be very expensive to you. We are convinced, therefore, that you mean to do us good by your proposal; and we thank you heartily. But you who are so wise must know that different Nations have different conceptions of things; and you will not therefore take it amiss, if our ideas of this kind of education happen not to be the same as yours. We have some experience of it. Several of our young people were formally brought up in the colleges of the Northern Provinces; they were instructed in all your sciences; but, when they came back to us, they were bad runners, ignorant of every means of living in the woods, unable to bear either the cold or hunger, knew neither how to build a cabin, take a deer, or kill an enemy, spoke our language imperfectly, were therefore neither fit for hunters, warriors, nor counselors; they were totally good for nothing. We are however not the less obliged for your kind offer, tho’ we decline accepting it; and to show our grateful sense of it, if the gentlemen of Virginia shall send us a dozen of their sons, we will take care of their education, instruct them in all we know, and make men of them. What Is an Education?: Primary Document

14. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 14 Webs, like all concept organizers, are an important part of teaching at all levels because they allow people to create mental maps. Draw a web depicting your understanding of the structure of social studies education using the major terms from this topic, plus Citizenship and Character Education. Be prepared to turn in the web and to share your ideas with the class. The web should be attractive enough to put in your portfolio. A S S I G N M E N T 2. 2 Web of Social Studies

15. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 15 If you were asked to create a web of the elementary school, what would it look like? First, you would start by brainstorming terms like: classrooms, people, school buses, cafeteria, etc. Then you would create a web. Strategy - Analogy: Provide a bridge to a new concept (how to construct a web) by using the familiar and modeling, then require students to apply the concept. Web of Social Studies

16. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 16 A School ? ? ? Web of a School

17. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 17 A School People Rules Facilities Students Teachers Parents Bus drivers Cafeteria workers ? ? ? Web of a School

18. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 18 First, develop a list of the 16 most important terms from the chapter plus Citizenship Education and Character Education. Social Studies Will be the hub for a total of 19. Draw your web. Create a Web of Social Studies

19. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 19 Information Knowledge Facts Concepts Generalizations Procedural Knowledge Social Studies Procedural Knowledge Generic Procedural Knowledge Basic Skills Knowledge Academic Disposition Ideas & Beliefs Character Citizenship Social Studies Abilities Motivations Sensitivities Generic Basic Skills Social Studies Basic Skills Inclinations Assignment 2.2: Web of Social Studies

20. Copyright © Houghton Mifflin Company. All rights reserved. Unit 1 - 2 | 20 Learner.org’s Creating Effective Citizens explains how social studies concepts are necessary for effective citizens and democracy. http://www.learner.org/channel/libraries/socialstudies /issues/citizens/index.html# http://www.learner.org/channel/libraries/socialstudies /issues/citizens/index.html# Video