Training for theGeorgia Performance

StandardsDay 5 & 6:

Teaching Strategies

for the Performance

Based Classroom

Getting Acquainted

Marlo MongSocial Studies Program Specialist

1754 Twin Towers East

Atlanta, Georgia 30334

Office phone: 404-463-5024

Email: mmong@doe.k12.ga.us

Our AgendaIn the next two days, we will

cover:

Content IntegrationThis will be sprinkled throughout these next two

days!

The Precision ReviewUsing the Social Studies FrameworksThe Importance of Unit OneMaking Sense of the Content

Foundations of DemocracyUsing History to Teach GeographyUnderstanding Elementary Economics

Reading in the Content AreaDifferentiation and Response to Intervention

Housekeeping• We will let you eat lunch. We promise.

• If you must answer personal phone calls,

please do so out of the training room.

• Generally, we will take a break during

group activities to maximize our time

together.

• ASK QUESTIONS! ASK QUESTIONS!

ASK QUESTIONS!

Professional Learning Units (PLUs)

• Local systems award PLUs−MUST bring form to sign FROM SYSTEM−DOE does not provide PLU forms

• Trainer will ONLY sign forms at end

of day −If you need to leave early for any reason,

trainer will only sign for time you were actually in training

• CANNOT sign forms retroactively

Teaching the SS GPS How is it going? What are your needs now that your are fully implementing the GPS in all subject areas? What do you need from the DOE?

At your tables, discuss these three questions. Try

to think of at least one positive story, question, or idea that has come from

your redelivery experience(s).

Integrationis

EVERYWHERE!

Using Primary Sources Find a partner or 2 (no more than 3 to

a group). Then, pick 1 of the pictures on your table.

Look at your group’s picture and discuss what you think this picture is about. Write your thoughts on the Photo Analysis Worksheet: Part 1 on pg. ???.

After you have finished your discussion, find other groups that have a picture similar to yours. Discuss as a larger group what your pictures have in common. Complete Part 2 of the Photo Analysis Worksheet.

This is a unique way to get students up and moving in a meaningful way to form cooperative groups.

Making It IntegratedHow can I

connect these pictures to the

Enduring Understandings

and GPS?Think about:Technological Innovations and Time, Change, and ContinuityDescribe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.Using different size objects, observe how force affects speed and motion; demonstrate the effect of gravitational force on the motion of an object

Balanced vs. Unbalanced forcesInformational reading and writing strategies; compare/ contrast

Your turn…Working with your “big” group,

compare all the pictures you have.What enduring understandings and

essential questions can you use to teach these pictures?

What other standards besides the Social Studies can you incorporate? Use the other content standards on

your table. Are your essential questions broad

enough to teach more than one content?

What other resources can you think of that supports this integrated lesson activity?

Post your ideas on chart paper to share with the group using the next page in FG as your guide.

Think About It:At your table, answer these questions in

a quick group discussion. Then, choose

the most SURPRISING answer to

share with the whole group. Be ready to

explain why it surprised you.

• Why is it valuable to align essential questions

from more than one content area?

• How is this best practice?

• How can it help your students?

ThePrecisionReview

What changed?• On the next page of your Facilitator’s Guide, you

have a copy of the Elementary Precision Review.− Includes the original standard and the changes that

were approved at the August 14, 2008 State Board of Education meeting.

−Approved changes will not be part of this year’s CRCT.−However, there will be field test items bases on

these changes.

• Please take the next 15 minutes to review and

discuss the changes with your table.

• We will have a brief Q & A session when you are

finished review the revisions.

GettingStarted

Using the Social Studies

Frameworks

Out with the old. In with the NEW!!!

In the days of QCC• 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.

NOW!!!• 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.

Where do I begin?Start with the GaDOE Curriculum Maps and Frameworks!www.georgiastandards.org

What am I going to find when I get there?

As units are completed, they will continue to be posted to the website. All units will be completed and on the web in September.

This is a great resource to help teachers understand the background knowledge necessary to teach the content in elementary Social Studies. We are creating more reference guides to assist teachers with the historical domains and will have them posted as soon as they are complete.

Here’s an example…

Here’s a framework…

TheImportance

ofUnit One

Goals for Unit One

• Provide students with the schema they will

need to understand later content

• Provide students with a common language &

set of experiences regarding upcoming

material

• Provide students with an organizing structure

for everything they will learn throughout the

year.

K-5 Suggested Enduring Understandings

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!

If I’m not teaching content, what am I teaching?The Enduring Understandings you’ll

use during the year – explicitly – by:−Making the EUs relevant to students−Helping see relationship of EUs to their lives−Giving examples

•Personal experience•Historical events•Current events

Introducing Economics and Establishing Community in Your ClassThe Great Fuzz Frenzy

by Janet Stevens and Susan Steven CrummelConnecting Theme: ScarcityEnduring Understanding: The student will understand that because people cannot have everything they want, they have to make choices.

The Great Fuzz FrenzyGive students good mentor texts that help

them make connections to their lives.

Engage students and activate prior knowledge by doing pre-reading activities.

Discuss with students any new concepts and vocabulary that reflect why you chose the story. Scarcity, interdependence, opportunity cost

Tie more than one EU with a story if possible. What else could we teach in this story?

Integrate reading, writing, and social studies whenever possible! What is Violet’s next adventure going to be? What will the prairie dogs do with the tennis

ball this time?

Unit One and real, live, honest-to-goodness students!

As you watch these video segments, think about the following questions:

•How do these activities lay a foundation for the rest of the school year?•What do you see Mr. Forehand doing that would work at other times of the year?•How is meaningful curriculum integration demonstrated?

Introducing Distribution of Power and Establishing Routines and ProdceduresWhen Owen’s Mom Breathed Fire

By Pija LindenbaumConnecting Theme: Distribution of PowerEnduring Understanding: The student will understand that laws and people's beliefs help decide who gets to make choices in government.

ANDConnecting Theme: Rule of LawEnduring Understanding: The student will understand that laws are made to keep people safe and explain what the government can and cannot do.

Your turn!• Now that you’ve seen an example of a

lesson and watched the video, what lesson and task can you create to teach students about these Enduring Understandings?

• Think of the following things to include in your lesson.What will be your pre-reading activity to

activate prior knowledge?What new vocabulary will you need to

discuss with your students?Are there any other EUs besides these 2

that you can use with this story?What are some essential questions you

could ask?How are you going to integrate reading

and writing into this activity?

Now what do I do?Introduce a “Concept Wall” to your

studentsVisual reference to help students organize their learningBulletin board, permanent marker on white board, Smart Board flipchart, interactive notebookConnecting Theme and Enduring Understandings listed at the topInclude broad essential questionsSS GPS listed under appropriate Enduring UnderstandingExamples from lessons, important vocabulary, student work, book covers

It could look like this…

WHEN WE TALK ABOUT THE CONCEPT WALL…

…SOMETIMES SEEING IS

BELIEVING!

Or it could look like this!

Photo courtesy of Yvette Welch, Gilmer County Schools

Making Sense of the Content

Foundations of Democracy Teaching Greece…it’s not that scary SS3H1 The student will explain the political roots of our

modern democracy in the United States of America.

a. Identify the influence of Greek architecture (Parthenon, US Supreme Court building), law, and the Olympic Games on the present.

b. Explain the ancient Athenians’ idea that a community should choose its own leaders.

c. Compare and contrast Athens as a direct democracy with the United States as a representative democracy.

ThinkAbstract

Ideas•Law•Democracy

•Direct•Representative

ConcreteIdeas

•Olympics•Architecture

Concrete Ideas Your students can make immediate connections

to these ideas! • We borrow from others all the time.

– Engage students in an activity that discusses why we do this.

• We participate in the Olympics.– Share background info about the ancient Games.

• http://www.museum.upenn.edu/new/olympics/olympicorigins.shtml

• http://multimedia.olympic.org/pdf/en_report_658.pdf

– Compare ancient Olympics with modern Olympics.

• Why do we continue this tradition?

• http://multimedia.olympic.org/pdf/en_report_668.pdf

• http://teacher.scholastic.com/ACTIVITIES/athens_games/modern.htm

Concrete IdeasWe build buildings like ones from ancient Athens

Show pictures of the Parthenon and US Supreme Court.• What do they have in common? COLUMNS!

Explore buildings in your community that have columns.• What is special about these buildings, the Supreme Court, other

monuments in Washington DC, and the Parthenon?

• Help students think about the kind of activities that would be done in these buildings.

Why is this important to students? Look within our own communities to see the influence of others.

Concrete Ideas

Athens, early 1900s. University Chapel on University of Georgia campus

more Vanishing Georgiahttp://dlg.galileo.usg.edu/vanga/html/vanga_homeframe_default.html

Macon, ca. 1935. City Hall, located at 511 First St., was erected in 1836 by the Monroe Railroad for use as a bank. Over the years it has been used as a warehouse, hospital, Georgia Capitol toward end of Civil War. It has been renovated several times. It has been used as the City Hall since 1860. Its architecture is Greek Revival.

Sandersville, before Feb. 13, 1921. Masonic hall located on Haynes Street at the southwest corner of the square was built ca. 1855-1856. It was the only public building spared from burning by General William T. Sherman during the Civil War. About 1909 the lower floor was utilized as the public library begun by the Transylvania Club. On Feb. 13, 1921 the structure was destroyed by fire and about 7000 volumes in the library were lost, too.

Identify the influence of these ideas on the present!

Athenian democracy– Demokratia = people-power– “Citizens” of Athens were allowed to participate in

government.• A radical idea of the time• Official and jurymen were selected by “lot” to serve on

Council of 500 or participate in Assembly– More fair manner of representation by ordinary people– Elections were thought to be corrupted by the wealthy

• Members of the Council or Assembly voted directly on laws

– http://www.bbc.co.uk/history/ancient/greeks/greekdemocracy_03.shtml

Abstract Ideas

Abstract IdeasWe vote in order to make decisions about our government.– Hold a mock election to make a decision

about something important to the class.• Everyone has an opportunity to vote which is a direct democracy.

We choose our own leaders.» Discuss why we can’t all go to the Capitol in

Washington, DC to vote on all our laws.» Explain we vote on a person who has the same

beliefs and ideals and are experts on what makes a good law to vote on laws for us.

» Because we choose someone to represent us, we are a representative democracy.

Abstract IdeasWe live in a democracy.– Explain to students we have a voice in the laws our

government makes by voting on the right person to represent our beliefs.

• Our voice is heard most in making community laws.

– Help students decide what to do if their chosen representative doesn’t listen to their voice.

• Choose another representative or run for office

We have a government that shares powers.– Teach about the three branches of government.– Discuss what checks and balances mean.

• Why do we need these?• How does this protect our voice?

UnderstandingElementaryEconomics

Understanding Key Vocabulary• Help students understand important

economic concepts and learn a new strategy for teaching vocabulary!

• How would you teach the key content vocabulary for 3-5 Economics?

1. Productive resources

2. Market economy

3. Interdependence

4. Trade

5. Voluntary exchange

6. Opportunity cost

7. Specialization

8. Productivity

9. Price incentive

10. 4 sectors of the economy– Households– Private business– Banks– Government

Beers, Kylene, Robert E. Probst, and Linda Rief. Adolescent Literacy: Turning Promise into Practice. Portsmouth, NH: Heinemann, 2007.

Context Plus ChartTarget Word

What I know…

I associate this word

with…

Structural Analysis

Prediction for meaning

Information from context

Target Word Definition

Econ Lesson Activities!• Alexander Who Used to Be

Rich Last Sunday by Judith Viorst

• Use this story to teach students about saving, opportunity cost, voluntary exchange, and price incentives.

• Activity: Four Corners• Play four corners but instead of calling out numbers,

students will go to a corner after choosing from one of four options. Students will keep track of their choices on a chart they take with them from corner to corner.

• After playing several rounds, students will return to their seats and look at the choices they made. For each choice, the student will identify two benefits for that choice and one cost (what they gave up) for that choice.

What is opportunity cost?•Opportunity cost is understanding the gains of choosing one object over the cost of giving up the next best alternative.

Where should I live? Opportunity Cost

First Choice: The suburbs

Next best alternative: Downtown high rise condo

•By living in the suburbs, I gain a quieter area & lower cost of living.•By giving up living downtown, I lose the opportunity to have a 5 minute commute to work.

First Choice:The suburbs

Next best alternative:A country manor

•By living in the suburbs, it is closer to mass transit and shops I use on a regular basis•By giving up a country manor, I lose a larger piece of land.

Econ Lesson Activities!• Clementine by Sara Pennypacker

• Use this story to teach students more about opportunity cost!

• Activity: Picking Your Picture• Every one knows how students like to

draw pictures and color.• Students will have a drawing contest with

themselves. After drawing a picture on each side of a sheet of paper, the student must pick which picture to hang.

• Once the choice has been made, students will do a quick write and explain why they picked the picture they did and how it felt to choose one picture over the other.

http://missrumphiuseffect.blogspot.com/2008/05/opportunity-cost-with-clementine.html

Excellent Economic Resources• http://www.kidseconbooks.com/index.html• http://www.e-connections.org/• http://ecedweb.unomaha.edu/lessons/lessonsK-

5.cfm• http://www.econedlink.org/lessons/index.cfm• http://www.federalreserveeducation.org/teachers/• http://www.free.ed.gov/ ***• https://www.cia.gov/library/publications/the-world-

factbook/index.html ***• http://www.fte.org/

Using History to

Teach Geography

In geography and civics, students are asked to: Identify important topographical, physical, and man-made

features and explain why these are importantDescribe how physical systems affect human systems Identify significant locations to the life and times of historical

figuresExplain social barriers, restrictions, and obstacles that

these historical figures had to overcome and describe how they overcame them.

Explain spatial patterns of economic activitiesTrace examples of travel and movement across time

Why is this considered geography and how do I do this?

Teaching Native Americans• When teaching Native Americans think

about the following:– Avoid stereotypes and trivializing sacred

artifacts

– Like all cultures, Native Americans have beliefs common with each other, but each Native American nation is still a unique group of people.

– Present Native Americans in contemporary context and avoid using the past tense when referring to Native Americans.

– Choose literature wisely.

• Brother Eagle, Sister Sky

• Great resource for how to teach Native Americans to your students.

– http://www.ericdigests.org/1996-4/native.htm– http://www.native-languages.org/ymca.htm– http://www.oyate.org/catalog/poster_to_do_not.html

Using Native American Art• Enduring Understanding:

» Culture: The student will understand that culture is how people think, act, celebrate, and make rules, and that it is what makes a group of people special.

» Movement/Migration: The student will understand that moving to new places changes the people, land, and culture of the new place, as well as the place that was left.

• Teach poetry while teaching Native Americans.• Provide some background by visiting this website:

– http://www.americanhistory.si.edu/kids/buffalo/hideactivity/2_frameset.html

• Students will use images on the buffalo hide or the painting from the previous slide to write a poem about what they see– Sensory images, figurative language

– Similes, metaphors

– rhythm

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

• Incorporate biographies and trade books– Use biographies to introduce the historical figure– Think about character forming events and impact on society– Emphasize the reason historical figure is in the standard– Read trade books about the historical figure and the time

period to gain multiple perspectives– Discuss differences between what is significant and what is

“cool”

Frederick DouglassWhat was his role in the early

civil rights movement?• Abolitionist: How did he help others? • Think about the impact of his actions.• Significant locations

• Maryland: Why is Maryland considered a part of the South?

• Character Traits• Finished teaching himself how to read.

• Escaped to the north and got involved with the Liberator, a newspaper against slavery

• Traveled and lectured with other abolitionists throughout the North and Europe to speak out against more than just slavery

• Believed in equal rights for slaves and women

Patrick HenryHow was he a key individual in

the Revolutionary War?• Think about how his action help or

hurt others.• Significant location

• Virginia – most “aristocratic” legislatures of the colonies• Would they support a revolution?

• Character traits• “Give me liberty or give me death!”

• Students don’t need to memorize this, but in a discussion, ask students why these words are so important.

• Son of Liberty??? – “secret” group of people who wanted their voices heard

Significant location of the American Revolution•Boston, MA: locate major man-made features

•Boston Harbor – One of 2 major ports in the colonies•What happened when it was closed?

Something to think about!

Margaret MitchellHow did her contributions add to

the culture of the 1920s?• Significant location

• Atlanta, Georgia• Created a myth and romanticized the Civil War

• Think about the stereotypes of Mammy and Prissy

• Character Traits• Journalist for Atlanta Journal Sunday Magazine• Took about a decade to complete Gone With the Wind• Very popular book in spite of the Great Depression

• Over 1 million copies sold in first 6 months of publication

• Pulitzer Prize winning story

Using Biographies: A Student Activity Working in small groups, look at the timeline. Pick 5 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.

Don’t Forget – Location, location, location• Teach important vocabulary

– Map and globe words– Major physical features– Major man-made features

• Map and globe skills– Remember to do this every day!

• Think about content area reading– How to read maps

Location, location, location!The Frayer Model

Location, location, location!The Frayer Model

Essential Characteristics Non-essential Characteristics

ExamplesNon-examples

The Salton

Sea

Reading in the

Content Area

• According to Howard Gardner,

the purpose of education is to

enhance understanding. If

students do not understand what

they learn, what is the purpose of

learning?

• I can never remember things I

didn’t understand in the first

place. ~ Amy TanSource: Harvey, Stephanie. Nonfiction Matters. Maine: Stenhouse Publishers, 1998.

Challenges for Students in Social StudiesSource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide #12. Atlanta: Southern Regional Board. 101-126.

• Struggles center on

wading through a

wealth of factual

information replete

with unfamiliar

names, events, and

locations.

• In their attempts to

memorize discrete

names, dates, or places

students may miss why

it is to their advantage

to know more about a

time period or how a

branch of government

functions.

Challenges for Students in Social StudiesSource: Buehl, Doug. “Reading and Writing Enhances Learning in All Classes.” Literacy Across the Curriculum: Settling and Implementing Goals for Grades Six through 12. Guide #12. Atlanta: Southern Regional Board. 101-126.

• Vocabulary moves

way beyond

identification and

into application of

abstract concepts

(such as revolution,

states’ rights,

culture, distribution

of powers, etc.)

• Texts’ organizations

present challenges:

1.History—problem/

solution

2.Geography--comparison/contrast

“…trying to “cover” mandated curriculum topics by rushing students through a textbook to prepare for the state test makes no sense. Worse, it send the message that a cursory look or quick overview is all kids need to know about history or science.”

~Stephanie Harvey & Anne GoudvisStrategies That Work, 2nd Edition

Strategies For Reading Social Studies Text

• Knowing how to preview the text−Help students learn to determine what is

important when reading non-fiction.•Model for students:

−How do I find topics and subtopics in a chapter?

−In what order do I need to read this chapter?

−What is and isn’t important for me to read?

−When do I quit reading this chapter?

Strategies That WorkTeaching Comprehension for Understanding and Engagement

Harvey & Goudvis (2007) pp. 157-159

• Understanding nonfiction features− Teach students how to sort through the text to find what is

important in a chapter.− Students need to know the conventions of nonfiction

• Fonts and effects – words written differently mean that this is probably important

• Signal words and phrases – sometimes there a powerful phrases that are put into text to make the reader stop and pay attention

− in fact, most important, but, therefore• Illustrations, pictures, and graphics – these can give

students important background information that can help them understand the text

• Text organizers – students need to know how to use these so they don’t randomly search for information

• Text structure – knowing how a text is written will help students determine what information they should pay attention to

− descriptive, sequential, cause/effect, problem-solution, Q & A, compare/contrast

Strategies That WorkTeaching Comprehension for Understanding and

EngagementHarvey & Goudvis (2007) pp. 157-159

Meeting the Needs of All

LearnersDifferentiation and Response to

Intervention

Group Activity: Define differentiation

In your group define the word “differentiation”. Think about how you work to meet the needs of:

• Different learning styles• Various ability levels

Think of your audience as a group of people who have been traveling throughout the world and have had no access to books, the internet, or television, and have never heard of this word before.

Post your definition on chart paper so that everyone can see your ideas.

Essential Principles of Differentiation

1. Good Curriculum Comes First

2. All Tasks Should Be Respectful of

the Learner

3. When in Doubt, Teach Up

4. Use Flexible Grouping

5. Become an Assessment Junkie

6. Grade for Growth --Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-

15.

Planning for DifferentiationThe following questions should guide you as you plan for instruction:What do I want students to know or be able to do as

a result of this learning experience?How will we judge success?What do they already know and what are they able

to do?How can attention be captured and sustained?How will I grab my students’ attention?How will new information and skills be acquired?How will students practice or rehearse to make

meaning and understanding?How will they receive ongoing feedback during and

after the learning?~Gayle H. Gregory & Carolyn Chapman

Differentiated Instructional Strategies 2nd Edition

Differentiation in Practice• How can students learn and understand

the First Amendment?−Choice #1 – Match a description of the

freedoms with pictures students draw or from a magazine

−Choice #2 – Work with a partner to write the first amendment in “modern” day language• Poem, song, rap

−Choice #3 – Role play in a small group what the First Amendment would look like

−Choice #4 - Write a story about what would happen if the First Amendment was taken away.

Become an Assessment Junkie

• We don’t assess reading, writing, or

math development with only one

assessment method.

• We shouldn’t do it with social

studies and science, either.

• Many classroom activities done as a

group can become assessments

when done independently.

Write a biopoem

about either Louis

Armstrong or Franklin Delano

Roosevelt.

Create a script for a

conversation that

President Roosevelt & Armstrong might have

had.

Create a flyer about either

President Roosevelt or

Louis Armstrong.

Write a speech

describing how both President

Roosevelt & Armstrong helped our country.

Create a timeline of the 4 most significant events of President

Roosevelt’s life

Make a list of five important

facts about President Franklin

Roosevelt.

Make a list of five important

facts about George

Washington Carver.

Create a timeline of the 4 most significant events of

Louis Armstrong’s

life

Make a T-chart to compare President

Roosevelt and Louis

Armstrong.

Make a list of ways

President Roosevelt and

Louis Armstrong are

alike & different.

Draw a Venn diagram to compare President

Roosevelt and Louis

Armstrong.

Write an alike & different

flipbook about President

Roosevelt & Louis

Armstrong

Response to Intervention• Process of aligning appropriate assessment

with purposeful instruction for all students.

“RtI is not a program or a method for teaching

reading.

It is a dynamic problem-solving process in which data

are integral in making decisions about what skills

struggling readers lack and whether intervention

instruction provided to date has been effective.”~Susan L. Hall,

Implementing Response to Intervention(2008) pg. 17

Response to Intervention:The Pyramid of Interventions• Focuses on 3 questions:

−Are students learning?−How do we know that they are

learning?−What are we prepared to do when

they do not learn?• The idea is to not wait until students

have large gaps in their learning that are almost too great to overcome.

• Pro-active vs. re-active

Response to Intervention:Tier 1 Non-negotiables

STANDARDS-BASED CLASSROOM LEARNING:• All students participate in general education learning that

includes: −Universal screenings to target groups in need of

specific instructional support. −Implementation of the Georgia Performance Standards

(GPS) through a standards based classroom structure. −Differentiation of instruction including fluid, flexible

grouping, multiple means of learning, and demonstration of learning.

−Progress monitoring of learning through multiple formative assessments.

Putting It All Together! Pick a group to work with and think about what

reading and writing strategies you can incorporate with these resources to teach the Social Studies content. As you work, try to keep you ideas “broad”

enough so that it can be applied to other subjects and grade-levels.

Post your group’s strategies on chart paper. We will share with the group when we are finished.

Let’s Wrap Up!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. Make the concept wall an integral part of your teaching…it will

help you and the students make connections within and between concepts.

Integrate! Integrate! Integrate! Use Social Studies to teach not only nonfiction, but all aspects

of literacy. Read lots of different types of books to see multiple

perspectives of the content.

Plan lessons that meet the needs of all different types

of learners and learning styles.

Any questions or comments?

Thank you very much!!!Social Studies Program

Manager − Dr. Bill Cranshaw− wcransha@doe.k12.ga.us− 404-651-7271

Program Specialist (K-5)− Marlo Mong− mmong@doe.k12.ga.us− 404-463-5024

Teacher on Assignment (K-5)− Sarah Brown− sbrown@doe.k12.ga.us− 404-651-7859

Program Specialist (6-12)− Shaun Owen− sowen@doe.k12.ga.us

Teacher on Assignment (6-12)− Sherilyn Narker− snarker@doe.k12.ga.us

Please contact anyone in the Social Studies Department

with any questions you

may have about Social Studies

GPS.