Workshop 8 Making Connections - Learner · Workshop 8 Making Connections Session Summary Because social studies concepts like citizenship extend beyond the classroom, teachers need

Social Studies in Action K–5 Workshop - 137 - Workshop 8

Workshop 8

Making Connections

Session SummaryBecause social studies concepts like citizenship extend beyond the classroom, teachers need strategies to helpstudents 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 tobecome 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 GoalsAt 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

Workshop 8 - 138 - Social Studies in Action K–5 Workshop

Key Concepts• Effective citizenship • Democratic classroom

ReadingsBefore arriving for this session, read each of the articles listed below to gain knowledge about key concepts relat-ed to teaching for effective citizenship. As you read, look for these concepts, their definitions, and examples ofeach.

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?

3. Describe strategies that can be used to model democracy inthe classroom.

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 Standardsfor 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/LocalContext.” 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.

Explore

Assignment: Bring your written workto the session, and save it to submit asan 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.


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 StartedWatch 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 connectionsenhances students’ understanding.

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 stud-ies concepts and real-world applications. Begin by thinking of social studies units you teach by connecting to theworld beyond the classroom. Then think of the activities or assignments that reinforce students’ understanding ofreal-world applications.

Use the Concept Chart to begin listing some of the social studies units you teach and the connecting activitiesyou use to teach them.

Activity 3: Reflect on Your WorkWhen 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 stud-ies concepts?

• What strategies from the video would you add to your practices?

Engage

View Video Segment: Introduction: Go to this segment in the video bymatching the image (to the left) on your TV screen. You’ll find this segment atthe beginning of the video. Watch for about six minutes.

In this video segment, workshop participants reflect on how they relate socialstudies content to the real world.

Assignment: Save your written workto submit as an assignment.


FACILITATOR’S NOTE: Distribute the Viewing Chart.

The following video segment illustrates how social studies teachers can help prepare students to become effec-tive citizens by modeling democratic ideas and practices in the classroom. As you watch, look for examples of howMs. Vaughn and Ms. Sinclair model democratic classrooms and prepare their students to become effective citi-zens. Take notes on classroom climate, resources used, and the content and values being taught. Then compareyour answers to those of the workshop participants. Use the Viewing Chart to record your observations.

Explain

View Video Segment: Democratic Classrooms: Go to this segment in thevideo by matching the image (to the left) on your TV screen. You’ll find thissegment approximately seven minutes into the video. Watch for about 24minutes.

In the first part of this segment, Cynthia Vaughn teaches a lesson on commu-nity, citizens, and leaders. Next, Libby Sinclair teaches a lesson on stereotypesand the history of the Negro baseball leagues.


Apply what you’ve learned about making connections by completing the following activities.

Activity 1: Making Connections in Your TeachingFACILITATOR’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 thatenhance students’ understanding of social studies applications. Review the teaching goals and tips, then brain-storm and list strategies you would use to help students make connections. When you’re done, compare youranswers to other teachers’ sample answers. Use the Making Connections in Your Teaching form.

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 theworkshop 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.

Apply

View Video Segment: Final Units: Go to this segment in the video bymatching the image (to the left) on your TV screen. You’ll find this segmentapproximately 31 minutes and 30 seconds into the video. Watch for about 15minutes.

In this segment, workshop participants present and discuss units they havedeveloped.


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.


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 theclassroom. You also learned how modeling democracy in your own classroom helps prepare students to becomeeffective citizens. Now, watch the final video segment to wrap up the session.

After you watch the final video segment, use the Summary form to write a write a summary of what you’velearned 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.

Evaluate

View Video Segment: Making Connections: Go to this segment in thevideo 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 theybridge the gap between classroom instruction and the outside world.


Check the Assignments list that fol-lows to be sure you’ve completed allassignments for this session.


Submit Your WorkIf 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

PrintBlythe, 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 Schoolshttp://learnweb.harvard.edu/alps/Provides information about performances of understanding.

Harvard Education Researchhttp://www.edletter.org/past/issues/2000-mj/models.shtmlDescribes four leading models of cooperative learning.

Assignments


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.

8: Making Connections Reading Questions

© 2003 WGBH Educational Foundation.


Soc

ialS

tudi

esU

nit

Conn

ecti

ng A

ctiv

itie

s

8: M

akin

g Co

nnec

tion

sCo

ncep

tCha

rt

Whe

n yo

u ha

ve c

ompl

eted

you

r co

ncep

tcha

rt, c

onsi

der

the

follo

win

g qu

estio

ns:

• W

hata

re th

e be

nefit

san

d ch

alle

nges

ofm

akin

g re

al-w

orld

con

nect

ions

in s

ocia

lstu

dies

?

• H

ow c

an m

akin

g re

al-w

orld

con

nect

ions

prom

ote

unde

rsta

ndin

g an

d lo

ng-t

erm

ret

entio

n of

soci

alst

udie

sco

ncep

ts?

• W

hats

trat

egie

sfr

om th

e vi

deo

wou

ld y

ou a

dd to

you

r pr

actic

es?

© 2

003

WG

BH

Educ

atio

nalF

ound

atio

n.

Thin

kof

soci

alst

udie

sun

itsth

atyo

u te

ach

byco

nnec

ting

to th

e w

orld

bey

ond

the

clas

sroo

m. T

hen

lista

ctiv

ities

that

help

stu

dent

sm

ake

conn

ectio

ns.


Less

onD

emoc

rati

cCl

assr

oom

Exa

mpl

es

Cynt

hia

Vaug

hn te

ache

sa

less

on o

n co

mm

unity

,ci

tizen

s, a

nd le

ader

s,us

ing

a fic

tiona

lmod

elto

wn.

Libb

ySi

ncla

ir’s

clas

sex

amin

esst

ereo

type

sin

a le

sson

on

the

hist

ory

ofth

e N

egro

Lea

gues

, the

nst

uden

tsw

rite

lett

ers

topu

blis

hers

.

8: M

akin

g Co

nnec

tion

sVi

ewin

g Ch

art

Asyo

u w

atch

, loo

kfo

r ex

ampl

esof

how

Ms.

Vau

ghn

and

Ms.

Sin

clai

r m

odel

dem

ocra

ticcl

assr

oom

san

d pr

epar

e th

eir

stud

ents

tobe

com

e ef

fect

ive

citiz

ens.

Tak

e no

tes

on c

lass

room

clim

ate,

res

ourc

es, a

nd th

e co

nten

tand

val

ues

bein

g ta

ught

. The

n co

mpa

re y

our

answ

ers

to th

ose

ofth

e w

orks

hop

part

icip

ants

.

© 2

003

WG

BH

Educ

atio

nalF

ound

atio

n


8: Making Connections

Making Connections in Your Teaching

How do you make connections? This activity is designed to help you connect teaching goals withstrategies 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 con-nections. When you’re done, compare your answer to other teachers’ sample answers.

1


2

Your Answers

Create a Democratic Classroom

TIP: Use classroom activities that model effective citizenship in a democratic society.

Encourage Student Involvement

Bring Real-World Scenarios into the Classroom

Extend the Classroom into the Community

TIP: Teach students things they can do even as young citizens in a democratic society.

TIP: Use real-world resources to teach social studies concepts, integrate disciplines, and stress project-based learning in the classroom.

TIP: Extend social studies learning beyond the classroom by teaching concepts in a community context.


3

Sample Answers


Create a Democratic Classroom

• Enlist students in decision making about classroom policies, criteria for assignments, and presentationfeedback.

• 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

Bring Real-World Scenarios into the Classroom

Extend the Classroom into the Community

• 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.

• Use newspapers or online news sources to teach current events and help students weigh issues. Thenhave students publish their own newspaper and/or opinion page.

• Create a floor map/blueprint of the community, where students construct cardboard buildings and rep-resent businesspeople.

• Invite community leaders, businesspeople, and other guest speakers to the classroom.

• 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.


Unit Title:

Objectives

Lessons and activities

Resources

Assessment methods

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.


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?



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.

Social Studies in Action K–5 Workshop - 153 - Appendix

Appendix

Glossary ............................................................................................................................154

Credits ..............................................................................................................................156

Appendix - 154 - Social Studies in Action K–5 Workshop

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; discipline-based learning.

Civic education - instruction focused on teaching the principles and practices of citizenship in a democraticrepublic.

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, andgives 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 teachit 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 arelearning.

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.

Glossary


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, informedcitizens.

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.

Glossary, cont’d.

Appendix - 156 - Social Studies in Action K–5 Workshop

Web Site Production CreditsSocial Studies in Action: A Methodology Workshop, K–5 is a production of WGBH Interactive and WGBH EducationalProgramming and Outreach for Annenberg/CPB.

Copyright 2003 WGBH Educational Foundation. All rights reserved.

Video Series Production CreditsSocial Studies in Action: A Methodology Workshop, K–5 is a production of WGBH Educational Foundation for Annenberg/CPB.

Credits

Executive ProducerTed Sicker

Curriculum DeveloperMary McFarland

DesignersLisa RosenthalChris Wise

DeveloperJoseph Brandt

Editorial ProductionDenise BlumenthalMelanie MacFarlane

Additional Editorial ContentJill FarinelliOwen Shows

Academic AdvisorsSusan AdlerTamara BermanRick Theisen

Executive ProducerMichele Korf

Senior Project DirectorAmy Tonkonogy

ProducerPhilip Gay

Coordinating ProducersDenny HoughtonAllison McCrary

Associate ProducerJulie Parker O’Brien

Production ManagerMary Ellen Gardiner

Postproduction Associate ProducerPeter Villa

Production CoordinatorMary Susan Blout

Production AssistantsJessica K. CavanoLisa OlivieriJill Unger

All classroom examples were taken from the SocialStudies in Action Video Library.

Video Library TeachersRobert Cuddi Meylin GonzalezDarlene Jones-Inge Diane KerrDavid A. Kitts Debbie LernerEileen Mesmer Mimi NortonOsvaldo Rubio Libby SinclairCynthia Vaughn Kathleen Waffle

Workshop FacilitatorMary A. McFarland

Workshop ParticipantsDeede BergeronAna Maria Caballero Deborah FreemanIrene GruenfeldUri HarelSandra JohnstonCarmen Mendes Betsy NavarroKhanh PhuongTeresa ReavesJay SugarmanMehrnoosh Watson


Collaborating PartnerNational Council for the Social Studieswww.socialstudies.org

Core AdvisorsSusan Adler, Associate Professor of Education,University of Missouri, Kansas CityTamara Berman, Social Studies Educator and ConsultantMary A. McFarland, Social Studies Educator and ConsultantRick Theisen, Past President, NCSS, Social Studies Educator and Consultant

AdvisorsSylvia Alvarez, Teacher , Albuquerque Public SchoolSystemCherry A. McGee Banks, Professor of Education,University of Washington, BothellWendell Brooks, Teacher , Berkeley High School,Berkeley, CaliforniaDiane Hart, Education Writer and Consultant, MenloPark, CaliforniaTedd Levy, Educational Consultant, Saybrook,ConnecticutValerie Ooka Pang, Professor of Teacher Education,San Diego State UniversityPat Robeson, Teacher-in-Residence , Maryland Geographic AllianceCharles V. Willie , Professor of Education Emeritus,Harvard Graduate School of EducationMichael Yell, Teacher, Hudson Middle School, Hudson,Wisconsin

EditorsVanessa Boris Shayna CaseyMaureen Keleher

CameraBill Charette Larry LeCainSteve McCarthy

AudioChris BresnahanCharlie ColliasKeith McManus

DesignGaye CorbetBruce Walker

Online EditorsMark GeffenGlenn Hunsberger

Sound MixJohn JenkinsDan Lesiw

MusicDavid Mazza

Narrators John KosianJudy Richardson

Location ManagerPeter Villa

Location InternNina Farouk

Image CreditsCourtesy Library of Congress LC-USZ62-3088Courtesy Library of Congress LC-USZ62-15539WGBH Digital Image Gallerywww.historypictures.comNational Archives (NWDNS-306-NT-165319c)National Archives (NWDNS-4-P-55)National Museum of American History, SmithsonianInstitution, Behring Center© Bettmann/CORBISNASA

Special ThanksFrederick by Leo Lionni. Copyright 1967, renewed 1995by Leo Lionni. Used by permission of Alfred A. KnopfChildren’s Books, a division of Random House, Inc.

Heartland, Written by Diane Siebert, Illustrated byWendell 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 ofHarold Ober Associates Incorporated, © 1994 by theEstate of Langston Hughes

Ox Cart Man, Written by Donald Hall, Illustrated by Barbara Cooney, Published by Viking Press, Copyright1979

The Winter Solstice, Written by Ellen Jackson, Copyright1994, Illustrated by Jan Davey Ellis, Copyright 1994,The Millbrook Press. All rights are reserved.

Credits, cont’d.

Workshop 8 Making Connections - Learner · Workshop 8 Making Connections Session Summary Because social studies concepts like citizenship extend beyond the classroom, teachers need

Documents