CUE Craft: Union SD

Getting Students Actively Engaged in Social Studies

Ryan O’Donnell

ryan@creativeedtech.com

@creativeedtech

Co-Host of "Check This Out" Podcast

Co-Host of “Talking Social Studies” Podcast

Cap CUE Board of Director

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8/31/2018

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Then go to “Trainings”

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Warm Up Activity

Find a partner

Each of you then share out your answer to this:

What was your most memorable trip that impacted you as a teacher of social studies?

Session Description

Traditionally social studies classes have been a “sit and get” environment with a project or two sprinkled in throughout the year. By getting students working with the sources in history, teachers can increase their engagement all year long. Images, maps, charts, cartoons, speeches and more all can be used as tools to drive inquiry and conversations with you class. But it's not just the sources, its the strategies and protocols which will hook your students and make them want to come to class each day.

Strategies

• Written Primary Sources
• SOAPS
• 20-10-5
• Visual Primary Sources
• POSERS - ORQ - Divided Image
• Political Cartoons
• Cartoon Checklist - Creating captions - What came next?
• Graphic Organizers
• Venn
• List Group Label
• Game Show Review
• Change That Card

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is this the teacher we strive to be?

5 Tips for How to BreakUp with Lectures

It's not WHAT you use… its HOW you use it

1) Too Much Information

2) It's (almost) impossible to multitask

3) Think about your questioning strategies

Authentic Questioning in Social Studies

http://www.ascd.org/ascd-express/vol10/1009-mount.aspx

Alternatives to raising hands...

Turn and Talk

Elbow Partner

Think-Pair-Share

Cold Call

Personal Whiteboards

Nerf ball

Answer Journal

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http://www.alled.org/myths_di/inclusive-routines/group-learning/gather-responses/elbow-exchange/

4) Change your position in the room

5) Don’t go longer than 20 minutes without change

5) Rethink your direct instruction

• What will you do with that time with you in front of the class?

So… what do we do instead?

Bring double the passion, and half the content.

Tony Hsieh�CEO Zappos

Ignite discussion, don’t replace it

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Here’s what happened to me!

Militarism

• Arms Race
• Bigger and better weapons lead to a contest between nations to see who could have the upper hand
• British naval superiority was one major area where Germany wanted to challenge their supremacy
• Plans for a war had been made years before:
• Schlieflen Plan

9/1/2013

Alliances

• Created by Germany
• The major European countries were organized into two alliances: the triple alliance (Germany, Austria-Hungary, and Italy) and the triple entente (Britain, France, and Russia).
• The military alliance system was accompanied by inflexible mobilization plans that depended on railroads to move troops according to precise schedules
• When Austria-Hungary declared war on Serbia on July 28, 1914, diplomats, statesmen, and monarchs quickly lost control of events.
• The alliance system in combination with the rigidly scheduled mobilization plans meant that war was automatic

9/1/2013

Imperialism

• Britain and Germany primarily in conflict over existing and new colonies
• Industrialization increased the need for resources and overseas colonies satisfied that need. Industrialization also improved technology, which made imperialism easier

9/1/2013

WW1 Choices Board

1

Primary

Sources

(start with Written)

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How often have you seen these in your textbooks and workbooks?

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1) SOAPSTone strategy

•Subject & Source—What and Who?

•Occasion—Context: What caused this?

•Audience—Who is this directed toward?

•Purpose—What was the intent?

•Significance—What effect did this have?

•Tone - The meaning, feeling, or intonation

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Patrick Henry - Give Me Liberty or Give Me Death �A speech at the. Virginia Ratifying Convention on June 5th, 1778.

They tell us, sir, that we are weak; unable to cope with so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house? Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? Sir, we are not weak, if we make a proper use of those means which the God of nature hath placed in our power. Three millions of people, armed in the holy cause of liberty, and in such a country as that which we possess, are invincible by any force which our enemy can send against us. Besides, sir, we shall not fight our battles alone. There is a just God who presides over the destinies of nations; and who will raise up friends to fight our battles for us. The battle, sir, is not strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat, but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable - and let it come! I repeat, sir, let it come!

2) Key Words

• Have students read a passage of text (primary or secondary)
• After they have read this, do a second read and take note of the key words in the reading (apx 6-10)
• They will then write each of these words on a sticky note. 1 word per sticky note
• Then take those notes and place them on the whiteboard along with all the others from the class. If you see your word already on the board add yours on top

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Try taking those words and making a Word Cloud out of them like this:

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Speaking of Word Clouds, try taking some primary sources and dropping them into these generators to see what you get.

What do you think these are from?

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President Clinton 1998

President Bush 2003

President Obama 2010

http://stateoftheunion.onetwothree.net/texts/index.html

https://tagcrowd.com/

3) 20-10-5-1

• This protocol is used to have students again identify key words in a passage
• This time they will read and write down 20 words during their first read
• On their second read they will keep only 10 of the words they picked before
• On their third read they will cut the numbers of words down to 5
• Lastly, they will take these 5 words and write a summary / thesis of this passage and they must use those 5 words
• Here is an example we will practice with

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Visual

Sources

(more engaging then written)

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Create Captions

• By adding word clouds and thought bubbles, you can modify images of the past
• This “photoshopping” tip can create teaching opportunities where you students will
• Can use perspective about people of the past by trying to guess what those people were thinking and saying
• Can be used as an alternative to traditional assessments

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I hope that the three of us can agree on what do with Germany in the future.

I just hope we all don’t get into a new conflict between Democracies and Communism

I hope that the three of us can agree on what do with Germany in the future.

I just hope we all don’t get into a new conflict between Democracies and Communism

All I know is that the USSR will quitely gobble up all those Eastern EUropean countries once this is over!

I hope that the three of us can agree on what do with Germany in the future.

Try using this technique on other visuals such as paintings and cartoons!

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Speaking of cartoons, here is another tool

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• “In short, political cartoons employ complex visual strategies to make a point quickly in a confined space. Teachers must help students master the language of cartoons if they are to benefit from these fascinating sources of insight into our past”
• Have them try this protocol: “What Came Next?”
• create an image and/or text about what comes after, or even before your image

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Title: _________________

By: Ryan O’Donnell

Protocols for analyzing images

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P.O.S.E.R.S. (Photo analysis tool. Here’s a printable version)

• People
• What types of people do you see?
• Are they posing or acting spontaneous?
• What is their clothing like?
• Are you puzzled by about anything related to their dress, expression, body language, etc.?
• If there are no people what types of individual do you think would occupy the setting of the photo?
• Objects
• What objects/things do you see in the photograph?
• Does anything seem out of place?
• What objects are missing – or you would expect to see and they are not there?
• Explain what you believe is the function of the photograph?
• Setting
• What is the setting of the photograph?
• Are there buildings?
• Are there plants or animals?
• What can the setting tell you about the people?

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• Engagement/actions
• What engagement/action do you see in the photograph?
• What are their emotions towards each other? Is it possible to tell?
• If no people, what engagement or action is there between objects?
• Relationships
• What relationship/connection do you see between individuals or objects?
• Can you tell how people are connected to each other? Family? Friends? Enemies?
• How are the objects related to each other in the setting?
• Summary
• What two or three things do you know about the picture based on your POSERS analysis and inferences?

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O.P.T.I.C. (Image Analysis Tools. Here’s a printable version)

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The Strike – Robert Kohler

Ryan’s 3 Tips for Divided Image

• Find the perfect image
• Make sure it has MULTIPLE elements
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• ​

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Terrible choice for this strategy!

Ryan’s 3 Tips for Divided Image

• Find the perfect image
• Has multiple elements
• Know your image!
• Be the expert
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I know this painting!

Ryan’s 3 Tips for Divided Image

• Find the perfect image
• Has multiple elements
• Know your image!
• Be the expert
• Don’t give answers…. Bread crumbs
• It's not about having them remember the image, it’s the SKILL in which they got to their analysis

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Graphic Organizers

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British logician and philosopher - 1881

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#1)

Teaching Tip

• Try introducing any protocol with something they are FAMILIAR with.
• This allows them to understand the process better by using a schema or a bank of knowledge they are familiar with
• Let’s have you try this:
• Create a “Y” chart Venn diagram
• Label one side COUNTRY and the other HIP HOP - then start to find similarities and differences

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COUNTRY

HIP HOP

List Group - Label

Form of semantic mapping.

The strategy encourages students to improve their vocabulary and categorization skills and learn to organize concepts.

Categorizing listed words, through grouping and labeling, helps students organize new concepts in relation to previously learned concepts.

“I’ve used this in small groups during “Stations”

Also have used it as a review and even on end of unit assessments “

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Your Turn!

Open this document

From here you will each add your own slide where you will include a strategy or protocol which you use. You can do these in partnership if you like and remember you can use some of those “tried and true” ones as well. Afterwards we will ask a few of you to share out loud with the group.

Let's take a look at something super which has both changed and stayed the same…

Can you put them in order?

1

2

3

4

5

6

2006

1948

1993

1938

1956

1978

date

Evidence of change

Continuities and why

Thesis

Trace the development of immigration to the US from the 1800’s to today.

date

Evidence of change

Continuities and why

Thesis

Trace the development of immigration to the US from the 1800’s to today.

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Trace the development of the American Soldier

from the Civil war to the today.

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Change Over Time

Mystery Box

• Need two volunteers
• What “story” do all the items in the box tell?

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A pile of bison skulls in the 1870s.

A pile of bison skulls in the 1870s.

Great Pacific Garbage Patch

• Sitting on the deck of his boat in Hilo Harbor, Hawaii, Captain Charles Moore founder of the Algalita foundation, tells me about the crew’s next mission, to map the size, content, and density of the Pacific Garbage Patch. The patch, you see, isn’t well understood. People think it’s like a solid mass of trash you’d find at a dump site, but it’s really diffuse, like “plastic soup,” as Moore describes it.
• But don’t for a second think that its mass isn’t substantial. Its sprawl may cover an area as much as one and a half times the size of the United States, Moore says, and to a depth of 100 feet, if not deeper. But because this rubbish is in the ocean, it drifts. Fragments peel off here and there; some of it drops to the ocean floor.

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How has the interaction between human civilizations and their use/abuse of the environment changed over time?

What “STORY” do these three pieces of evidence tell us?