Elementary History-Social Science
Spring PD 2024
Agenda
Welcome!
You will be grouped and numbered off. Each member of the group will answer the question that corresponds to their given number. Each person will share the answer to the question. Group members write down the name and answer from each person. Link to template.
Tell Me | |||
| Name | Tell Me… | |
Person 1 | | Something good that happened yesterday | |
Person 2 | | Something you do well | |
Person 3 | | Something you want to take up as a hobby | |
Person 4 | | Something you enjoy watching/listening to | |
Person 5 | | Something you can’t live without | |
Working Norms
Be part of the SOLUTION
Keep EQUITY at the center
Be PRESENT
VALUE each other’s time
Maintain OPEN LINES of communication
HONESTY (Share your truth)
RESPECT different perspectives
Be CURIOUS
Outcomes
By the end of the sessions, participants will be able to:
Use the History-Social Studies Framework as the foundation for creating culturally responsive learning opportunities for all learners.
Understand the principles of Culturally Responsive Teaching and how they apply to the classroom.
Adapt an existing or future History-Social Studies lesson, activity, unit, etc. integrating culturally relevant and responsive practices.
Review: History-Social Science Framework
HSS Executive Summary Introduction
HSS Specific grade level guidance
The four key areas of emphasis - content, literacy, inquiry, and citizenship
“It is the obligation of the state of california to provide all students with an engaging and relevant history- social studies education that will shape how they participate in the world.” California History Social-Science Framework
Inquiry For The Day
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Day 1
Day 2
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Culturally Responsive Teaching
3 Components of Culturally Relevant Pedagogy
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Culturally Responsive Teaching
Student Learning & Academic Success
The students’ intellectual growth and moral development, but also their ability to problem-solve and reason.
“Culturally competent teachers respect differences, are aware of their own cultural identity and unconscious bias, and adapt their instruction accordingly. ” California History-Social Science Framework
Cultural Competence
Skills that support students to affirm and appreciate their culture of origin while developing fluency in at least one other culture.
Critical Consciousness
The ability to identify, analyze, and solve real-world problems, especially those that result in societal inequalities.
3 Components of Culturally Relevant Pedagogy
Article
Jigsaw - “Expert” groups
Each group will document and present their findings and understanding of their section.
All groups read the Abstract and Introduction pg. 68
Reading Groups
Group 1: Normal is a No-No pg. 69-70
Group 2: Islands of hope pg. 70-71
Group 3: The elements of culturally relevant pedagogy pg 71-72
Group 4: Culturally relevant pedagogy and the hard re-set pg. 72-73
Group 5: Curriculum and Pedagogy pg.73-74
Group 6: Re-Setting with culture pg 76-77
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Article
Jigsaw: Expert Groups
Head:
What information about culturally relevant pedagogy did you learn from this article? What questions do you still have?
Heart:
What parts of your section stood out to you the most? Why?
Conscience:
What questions about culturally relevant pedagogy does this article raise for you?
How can you apply ideas from this article to your classroom?
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Head, Heart, Conscience Diagram
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Culturally & Historically Responsive
Ghouldy Mouhamad, Cultivating Genius & Unearthing Joy
Building on the work on Ladson-Billings, Gholdy Muhammad developed a framework for culturally and historically responsive education based on 5 pursuits:
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Culturally Relevant & Responsive Content in Practice
Student Learning, Skills, and Intellectualism How will I use ___ to design a range of learning experiences to promote content acquisition, meaning making and autonomous application of concepts & skills? How can this ___be used provide varied learning opportunities that develop students’ abilities to engage with significant concepts and skills needed to develop their own ideas and arguments? | Critical Consciousness How can___ be used to cultivate the practice of questioning & checking assumptions? How does the text reveal stock, concealed and resistance stories? How does the ___ show that hope can manifest in different ways? How does ____ center humanity? |
Cultural Competence and Identity Development How does ___counter deficit thinking of historically marginalized groups, provide varied & authentic representations and emphasize assets? | Joy How is___related to joy? How can ___be used to highlight the concepts of joy, resilience and/or beauty? |
Based on the works of Gholdy Muhammad, Cultivating Genius & Gloria Ladson-Billings, Toward a Theory of Culturally Relevant Pedagogy
Task 1:
In your group google ‘true size of the world’.
Review and discuss the the resources you find.
Come up with a list of questions and/ or thoughts you have about the results.
Task 2:
In your group watch the The Great Indian Migration Los Angeles 1772- 1840.
Review and discuss things you notice and wonder?
Come up with a list of questions and/ or thoughts you have about the results.
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Why does culturally responsive pedagogy matter?
Form a group of no more than four and complete one of the following tasks.
How do the resources and task relate to
culturally responsive pedagogy?
Why does culturally responsive pedagogy matter?
Form a group of no more than three and complete one of the following tasks.
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Task 1 In your group explore the Street Murals: Pico Boulevard. Review and discuss things you notice and wonder? Come up with a list of questions and/ or thoughts you have about the results. | Task 2 In your group explore the timelines for Santa Monica and Malibu. Review and discuss things you notice and wonder? Come up with a list of questions and/ or thoughts you have about the results. | Task 3 In your group google ‘true size of the world’. Review and discuss the the resources you find. Come up with a list of questions and/ or thoughts you have about the results. |
Task 4 In your group watch LA Stories from the Map Cave Episode 3. Review and discuss things you notice and wonder? Come up with a list of questions and/ or thoughts you have about the results. | Task 5 In your group watch the The Great Indian Migration Los Angeles 1772- 1840. Review and discuss things you notice and wonder? Come up with a list of questions and/ or thoughts you have about the results. | Task 6 In your group explore the story of one African American living in war torn Virginia through the Museum of the American Revolution. Review and discuss things you notice and wonder? Come up with a list of questions and/ or thoughts you have about the results. |
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Why does culturally responsive pedagogy matter?
S-I-T (Surprising-Interesting-Troubling)
Choose a text, image, or video that you expect students will find engaging and will want or need to discuss after reading or watching. After reading, observing, or watching this stimulus, ask each student to identify the following: One Surprising fact or idea, One Interesting fact or idea, and One Troubling fact or idea.
Give students an opportunity to share and debrief their S-I-T responses, either in pairs or as a class discussion. Or collect their responses and read them to find out how students are feeling about and understanding the material presented in class.
Reflection
How can the framework and culturally relevant teaching deepen my understanding of how to develop culturally affirming learning experiences for students?
How can I provide opportunities for students to reflect on their learning experiences to become more critically conscious, culturally competent, and curious ?
Why is it important to continue to build on and learn about this work with others? What can this look like?
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Resources
SAVVAS
Spanish
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Resources
History-Social Studies Website
Access via the Staff tab on the SMMUSD homepage
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Resources
Curriculum Guide & Resources
Additional Teacher Resources
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History-Social Studies Website
Resources
TK-5 Social Justice Read Alouds
Developed by the TLC (Teaching & Learning Council)
Arranged by grade level
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Planning Time
Taking a lesson or unit that you have already taught or will be teaching, what are you doing to bring in the following?
Be prepared to share out.
Consider
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How do I merge the things that I see as important with the things that kids see as important?”
Gloria Ladson-Billings
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Culturally Relevant Content in Practice
What do I/ we know about my students cultural and linguistic heritage? | How am I/ we making connections between students experience, backgrounds, intertest and the content learning in school? |
Am I varying the task I ask students to engage in? | How do I support students as they navigate multilingualism and variations in dialect? |
“It is important for students to see examples of members from their own gender and sexual orientation, as well as cultural , ethnic and even linguistic backgrounds in the classroom materials that are regularly used.” - California History-Social Science Framework
Closure
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“[Given Topic] is like this [image] because….”
May be used to the beginning of class or lesson. Consider having students choose images and have students use them to reflect on their learning.
Survey
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Please contact us anytime