Workshop 8 Making Connections

Workshop 8 Making Connections Session Summary Because social studies concepts like citizenship extend beyond the classroom, teachers need strategies to help students understand real-world applications of social studies content. This final session addresses the questions, How can we connect social studies to life beyond the classroom? and How can teachers prepare students to become effective citizens? To help you extend your thinking, in this session you will: Explore strategies that connect social studies concepts to the real world. Identify the elements of a democratic classroom. Examine lessons that promote effective citizenship. Develop a unit that applies the strategies discussed in this session. Learning Goals At the end of this session, you will be able to: Connect social studies learning to the world beyond the classroom. Model democratic processes in the classroom. Apply content and teaching strategies in your practice. FACILITATOR S NOTE: You will need to make copies of the following materials for all participants (pages 145 152). Concept Chart Viewing Chart Making Connections in Your Teaching Developing a Unit Summary Social Studies in Action K 5 Workshop - 137 - Workshop 8

Explore Key Concepts Effective citizenship Democratic classroom Readings Before arriving for this session, read each of the articles listed below to gain knowledge about key concepts related to teaching for effective citizenship. As you read, look for these concepts, their definitions, and examples of each. After you read the articles, write answers to the following questions. Use the Reading Questions form on page 144. 1. How does the NCSS definition of social studies connect classroom learning and real-world situations? 2. What are the dimensions of effective citizenship? Assignment: Bring your written work 3. Describe strategies that can be used to model democracy in to the session, and save it to submit as the classroom. an assignment. Visit the Web Site: These articles are available online at the workshop Web site at: www.learner.org/channel/workshops/socialstudies Go to session 8 and select Printouts. Articles What Is Social Studies? Defines social studies and describes its role within the curriculum. National Council for the Social Studies. What Is Social Studies? Expectations of Excellence: Curriculum Standards for Social Studies. Citizenship: The Democratic Imagination in a Global/Local Context Identifies the dimensions of effective citizenship in a global age. Cogan, John J., David Grossman, and Mel-hui-Liu. Citizenship: The Democratic Imagination in a Global/Local Context. National Council for the Social Studies. Young Citizens: Partners in Classroom Management Explains the need for young students to practice democratic processes in the classroom. Metzger, Devon. Young Citizens: Partners in Classroom Management. National Council for the Social Studies. FACILITATOR S NOTE: Be sure that everyone has access to these readings. You may want to have a few copies available for those without Internet access. Workshop 8-138 - Social Studies in Action K 5 Workshop

Engage FACILITATOR S NOTE: When the workshop session begins, you may want to spend a few minutes reviewing the Reading Questions and key concepts. Activity 1: Getting Started Watch the video introduction to familiarize yourself with the session, instructor, and participants. As you watch, think about how you connect social studies to the world beyond the classroom, and how making connections enhances students understanding. View Video Segment: Introduction: Go to this segment in the video by matching the image (to the left) on your TV screen. You ll find this segment at the beginning of the video. Watch for about six minutes. In this video segment, workshop participants reflect on how they relate social studies content to the real world. Activity 2: What Do You Know? FACILITATOR S NOTE: Distribute the Concept Chart. A concept chart can help you identify teaching strategies you currently use to help students connect social studies concepts and real-world applications. Begin by thinking of social studies units you teach by connecting to the world beyond the classroom. Then think of the activities or assignments that reinforce students understanding of real-world applications. Use the Concept Chart to begin listing some of the social studies units you teach and the connecting activities you use to teach them. Activity 3: Reflect on Your Work When you have completed the concept chart, consider the following questions: What are the benefits and challenges of making real-world connections in social studies? How can making real-world connections promote understanding and long-term retention of social studies concepts? What strategies from the video would you add to your practices? Social Studies in Action K 5 Workshop - 139 - Workshop 8

Explain FACILITATOR S NOTE: Distribute the Viewing Chart. The following video segment illustrates how social studies teachers can help prepare students to become effective citizens by modeling democratic ideas and practices in the classroom. As you watch, look for examples of how Ms. Vaughn and Ms. Sinclair model democratic classrooms and prepare their students to become effective citizens. Take notes on classroom climate, resources used, and the content and values being taught. Then compare your answers to those of the workshop participants. Use the Viewing Chart to record your observations. View Video Segment: Democratic Classrooms: Go to this segment in the video by matching the image (to the left) on your TV screen. You ll find this segment approximately seven minutes into the video. Watch for about 24 minutes. In the first part of this segment, Cynthia Vaughn teaches a lesson on community, citizens, and leaders. Next, Libby Sinclair teaches a lesson on stereotypes and the history of the Negro baseball leagues. Assignment: Save your written work to submit as an assignment. Workshop 8-140 - Social Studies in Action K 5 Workshop

Apply Apply what you ve learned about making connections by completing the following activities. Activity 1: Making Connections in Your Teaching FACILITATOR S NOTE: Distribute the Making Connections in Your Teaching form. How do you make connections? This activity is designed to help you connect teaching goals with strategies that enhance students understanding of social studies applications. Review the teaching goals and tips, then brainstorm and list strategies you would use to help students make connections. When you re done, compare your answers to other teachers sample answers. Use the Making Connections in Your Teaching form. Visit the Web Site: This activity is also available online as an Interactive Activity at: www.learner.org/channel/workshops/socialstudies Go to session 8 and select Apply. Activity 2: Developing a Unit FACILITATOR S NOTE: Distribute the Developing a Unit form. In this activity, you will develop a unit that connects social studies content to the world beyond the classroom. Before you begin, watch the following video segment. Now it s your turn to develop a unit with a democratic classroom and real-world connections in mind. Use the workshop participants units to guide you. Use the Developing a Unit form to help you organize your unit plan. When you re finished, write your answers to the questions that follow. View Video Segment: Final Units: Go to this segment in the video by matching the image (to the left) on your TV screen. You ll find this segment approximately 31 minutes and 30 seconds into the video. Watch for about 15 minutes. In this segment, workshop participants present and discuss units they have developed. Assignment: Save your written work to submit as an assignment. Social Studies in Action K 5 Workshop - 141 - Workshop 8

Evaluate What Did You Learn? FACILITATOR S NOTE: Distribute the Summary form. In this session, you learned about the importance of connecting social studies instruction to the world beyond the classroom. You also learned how modeling democracy in your own classroom helps prepare students to become effective citizens. Now, watch the final video segment to wrap up the session. View Video Segment: Making Connections: Go to this segment in the video by matching the image (to the left) on your TV screen. You ll find this segment approximately 46 minutes into the video. Watch for about 11 minutes. In this segment, workshop participants present more examples of how they bridge the gap between classroom instruction and the outside world. After you watch the final video segment, use the Summary form to write a write a summary of what you ve learned in this session. Be sure to include: what it means to be an effective citizen; elements of a democratic classroom; how democratic classrooms prepare students to become effective citizens; and strategies you plan to use to connect social studies instruction to life beyond the classroom. Assignment: Save your written work to submit as an assignment. Check the Assignments list that follows to be sure you ve completed all assignments for this session. Workshop 8-142 - Social Studies in Action K 5 Workshop

Assignments Submit Your Work If you are taking this workshop for credit or professional development, submit the following assignments for session 8: Making Connections. 1. Explore: Read the articles and respond to the questions that follow using the Reading Questions form. 2. Explain: Watch the video segment and complete the Viewing Chart. 3. Apply: Apply what you ve learned and complete the Developing a Unit activity. 4. Evaluate: Summarize what you ve learned and how you will apply session content to enhance your teaching. Resources Print Blythe, Tina, and Associates. The Teaching for Understanding Guide. San Francisco: Jossey-Bass Publishers, 1998. Newmann, Fred M., and Associates. Authentic Achievement: Restructuring Schools for Intellectual Quality. San Francisco: Jossey-Bass Publishers, 1996. Web Active Learning Practices for Schools http://learnweb.harvard.edu/alps/ Provides information about performances of understanding. Harvard Education Research http://www.edletter.org/past/issues/2000-mj/models.shtml Describes four leading models of cooperative learning. Social Studies in Action K 5 Workshop - 143 - Workshop 8

8: Making Connections Reading Questions After you read the articles, write answers to the following questions: 1. How does the NCSS definition of social studies connect classroom learning and real-world situations? 2. What are the dimensions of effective citizenship in a global age? 3. Describe strategies that can be used to model democracy in the classroom. 2003 WGBH Educational Foundation. Workshop 8-144 - Social Studies in Action K 5 Workshop

8: Making Connections Concept Chart Think of social studies units that you teach by connecting to the world beyond the classroom. Then list activities that help students make connections. Social Studies Unit Connecting Activities When you have completed your concept chart, consider the following questions: What are the benefits and challenges of making real-world connections in social studies? How can making real-world connections promote understanding and long-term retention of social studies concepts? What strategies from the video would you add to your practices? 2003 WGBH Educational Foundation. Social Studies in Action K 5 Workshop - 145 - Workshop 8

8: Making Connections Viewing Chart As you watch, look for examples of how Ms. Vaughn and Ms. Sinclair model democratic classrooms and prepare their students to become effective citizens. Take notes on classroom climate, resources, and the content and values being taught. Then compare your answers to those of the workshop participants. Lesson Democratic Classroom Examples Cynthia Vaughn teaches a lesson on community, citizens, and leaders, using a fictional model town. Libby Sinclair s class examines stereotypes in a lesson on the history of the Negro Leagues, then students write letters to publishers. 2003 WGBH Educational Foundation Workshop 8-146 - Social Studies in Action K 5 Workshop

8: Making Connections Making Connections in Your Teaching How do you make connections? This activity is designed to help you connect teaching goals with strategies that enhance students understanding of social studies applications. Select a teaching goal, review the tip, then brainstorm and list strategies you would use to help students make connections. When you re done, compare your answer to other teachers sample answers. 1 Social Studies in Action K 5 Workshop - 147 - Workshop 8

Your Answers Create a Democratic Classroom TIP: Use classroom activities that model effective citizenship in a democratic society. Encourage Student Involvement TIP: Teach students things they can do even as young citizens in a democratic society. Bring Real-World Scenarios into the Classroom TIP: Use real-world resources to teach social studies concepts, integrate disciplines, and stress projectbased learning in the classroom. Extend the Classroom into the Community TIP: Extend social studies learning beyond the classroom by teaching concepts in a community context. 2 Workshop 8-148 - Social Studies in Action K 5 Workshop

Sample Answers Create a Democratic Classroom Enlist students in decision making about classroom policies, criteria for assignments, and presentation feedback. Students work in groups to share information and responsibilities. Students role-play as citizens and leaders to study community issues and local government. Encourage Student Involvement Students write letters to the editor, mayor, senator, or other community leaders. Inform students about election issues, stage debates, interview candidates, or hold a mock election. Students brainstorm ideas for proposing a bill, then send ideas to their state representative. Profile students who have made a difference in their communities. Bring Real-World Scenarios into the Classroom Use newspapers or online news sources to teach current events and help students weigh issues. Then have students publish their own newspaper and/or opinion page. Create a floor map/blueprint of the community, where students construct cardboard buildings and represent businesspeople. Invite community leaders, businesspeople, and other guest speakers to the classroom. Extend the Classroom into the Community Students participate in service-learning projects in the school or community. Take a field trip to study local history, state government, or geography. Collect cultural artifacts as a class and build a time capsule. 2003 WGBH Educational Foundation. 3 Social Studies in Action K 5 Workshop - 149 - Workshop 8

8: Making Connections Developing a Unit page 1 Use this form to create a draft of your Unit. When you re finished, answer the questions on page 2. Unit Title: Objectives Lessons and activities Resources Assessment methods Workshop 8-150 - Social Studies in Action K 5 Workshop

8: Making Connections Developing a Unit page 2 1. Describe the content of your unit. 2. How does this unit promote a democratic classroom? 3. How does this unit connect social studies to the world beyond the classroom? 4. How does this unit prepare students to become effective citizens? 2003 WGBH Educational Foundation. Social Studies in Action K 5 Workshop - 151 - Workshop 8

8: Making Connections Summary After you watch the final video segment, write a summary of what you ve learned in this session. Be sure to include: what it means to be an effective citizen; elements of a democratic classroom; how democratic classrooms prepare students to become effective citizens; and strategies you plan to use to connect social studies instruction to life beyond the classroom. Workshop 8-152 - Social Studies in Action K 5 Workshop

Appendix Glossary...154 Credits...156 Social Studies in Action K 5 Workshop - 153 - Appendix

Glossary Authentic assessment - evaluation activities that require students to use knowledge in different contexts (e.g., real-world scenarios). Authentic instruction - teaching that emphasizes applying content and processes in different contexts. Authentic intellectual work - understanding concepts through underlying academic disciplines; disciplinebased learning. Civic education - instruction focused on teaching the principles and practices of citizenship in a democratic republic. Cooperative learning - students working in pairs or small groups to facilitate learning. Culminating assessment - end-of-unit evaluation that provides a broad view of achievement. Deep understanding - in-depth, comprehensive learning that goes beyond surface learning. Democratic classroom - a classroom that models democratic values and processes, respects individuals, and gives students a voice in decisions. Differentiated instruction - providing several different avenues by which all students can learn the same material. Discipline-based content - content drawn from different discipline areas, such as history, geography, economics, and political science. Diversity - differences as noted in gender, achievement, race, religion, language, and learning strengths. Effective citizenship informed, active participation supporting the common good. Formal assessment - planned evaluation of learning often involving the use of rubrics. Fragile knowledge - surface or shallow understanding. Generative topic - a concept that engages students and is used to connect or introduce a unit. Informal assessment - spontaneous evaluation, such as discussion questions that gauge student understanding. Jigsaw - a type of cooperative learning in which students become experts on one part of the material and teach it to other students. Multicultural education - learning focused on understanding various cultures and their beliefs, values, language, and traditions. NCSS themes - 10 major standards-based social studies concepts used in planning units. Ongoing assessment - evaluation that occurs within lessons as the unit is being taught. Online resources - sources available on the Internet. Performance assessment - evaluation based on how students show what they have learned. Performances of understanding - activities students complete to illustrate that they can apply what they are learning. Portfolio assessment - samples of student work accumulated in a folder to show progress over time. Powerful teaching and learning - qualities of instruction that lead to increased learning: active, meaningful, challenging, value-based, and integrative. Primary sources - original documents or first-hand accounts of an event. Appendix - 154 - Social Studies in Action K 5 Workshop

Glossary, cont d. Real-world instruction - teaching or reinforcing concepts through application. Rubric - criteria for developing and/or evaluating student work. Secondary sources - sources written by someone other than first-hand participants or witnesses of an event. Social studies - studies involving content, processes, and democratic values that help develop active, informed citizens. Teaching for Understanding - a planning framework for developing units. Throughlines - year-long learning goals that connect units throughout the year. Understanding goals - unit learning objectives. Unity - national wholeness based on shared beliefs and values to support the common good. Social Studies in Action K 5 Workshop - 155 - Appendix

Credits Web Site Production Credits Social Studies in Action: A Methodology Workshop, K 5 is a production of WGBH Interactive and WGBH Educational Programming and Outreach for Annenberg/CPB. Copyright 2003 WGBH Educational Foundation. All rights reserved. Executive Producer Ted Sicker Curriculum Developer Mary McFarland Designers Lisa Rosenthal Chris Wise Developer Joseph Brandt Video Series Production Credits Editorial Production Denise Blumenthal Melanie MacFarlane Additional Editorial Content Jill Farinelli Owen Shows Academic Advisors Susan Adler Tamara Berman Rick Theisen Social Studies in Action: A Methodology Workshop, K 5 is a production of WGBH Educational Foundation for Annenberg/CPB. Executive Producer Michele Korf Senior Project Director Amy Tonkonogy Producer Philip Gay Coordinating Producers Denny Houghton Allison McCrary Associate Producer Julie Parker O Brien Production Manager Mary Ellen Gardiner Postproduction Associate Producer Peter Villa Production Coordinator Mary Susan Blout Production Assistants Jessica K. Cavano Lisa Olivieri Jill Unger All classroom examples were taken from the Social Studies in Action Video Library. Video Library Teachers Robert Cuddi Darlene Jones-Inge David A. Kitts Eileen Mesmer Osvaldo Rubio Cynthia Vaughn Workshop Facilitator Mary A. McFarland Workshop Participants Deede Bergeron Ana Maria Caballero Deborah Freeman Irene Gruenfeld Uri Harel Sandra Johnston Carmen Mendes Betsy Navarro Khanh Phuong Teresa Reaves Jay Sugarman Mehrnoosh Watson Meylin Gonzalez Diane Kerr Debbie Lerner Mimi Norton Libby Sinclair Kathleen Waffle Appendix - 156 - Social Studies in Action K 5 Workshop

Credits, cont d. Collaborating Partner National Council for the Social Studies www.socialstudies.org Core Advisors Susan Adler, Associate Professor of Education, University of Missouri, Kansas City Tamara Berman, Social Studies Educator and Consultant Mary A. McFarland, Social Studies Educator and Consultant Rick Theisen, Past President, NCSS, Social Studies Educator and Consultant Advisors Sylvia Alvarez, Teacher, Albuquerque Public School System Cherry A. McGee Banks, Professor of Education, University of Washington, Bothell Wendell Brooks, Teacher, Berkeley High School, Berkeley, California Diane Hart, Education Writer and Consultant, Menlo Park, California Tedd Levy, Educational Consultant, Saybrook, Connecticut Valerie Ooka Pang, Professor of Teacher Education, San Diego State University Pat Robeson, Teacher-in-Residence, Maryland Geographic Alliance Charles V. Willie, Professor of Education Emeritus, Harvard Graduate School of Education Michael Yell, Teacher, Hudson Middle School, Hudson, Wisconsin Editors Vanessa Boris Shayna Casey Maureen Keleher Camera Bill Charette Larry LeCain Steve McCarthy Audio Chris Bresnahan Charlie Collias Keith McManus Design Gaye Corbet Bruce Walker Online Editors Mark Geffen Glenn Hunsberger Sound Mix John Jenkins Dan Lesiw Music David Mazza Narrators John Kosian Judy Richardson Location Manager Peter Villa Location Intern Nina Farouk Image Credits Courtesy Library of Congress LC-USZ62-3088 Courtesy Library of Congress LC-USZ62-15539 WGBH Digital Image Gallery www.historypictures.com National Archives (NWDNS-306-NT-165319c) National Archives (NWDNS-4-P-55) National Museum of American History, Smithsonian Institution, Behring Center Bettmann/CORBIS NASA Special Thanks Frederick by Leo Lionni. Copyright 1967, renewed 1995 by Leo Lionni. Used by permission of Alfred A. Knopf Children s Books, a division of Random House, Inc. Heartland, Written by Diane Siebert, Illustrated by Wendell Minor, Published by HarperCollins Publishers, Copyright 1989 How Many Days to America?, Written by Eve Bunting, Illustrated by Beth Peck, Published by Clarion Books, Copyright 1988 I, Too by Langston Hughes, Used by permission of Harold Ober Associates Incorporated, 1994 by the Estate of Langston Hughes Ox Cart Man, Written by Donald Hall, Illustrated by Barbara Cooney, Published by Viking Press, Copyright 1979 The Winter Solstice, Written by Ellen Jackson, Copyright 1994, Illustrated by Jan Davey Ellis, Copyright 1994, The Millbrook Press. All rights are reserved. Social Studies in Action K 5 Workshop - 157 - Appendix