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Language Arts and Social Studies Curriculum for High-Ability Learners

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Language Arts and Social Studies Curriculum for High-Ability Learners Powered By Docstoc
					Social Studies Curriculum
for High-Ability Learners
   Joyce VanTassel-Baska, EdD.
    Center for Gifted Education
  The College of William and Mary

        San Diego Schools
          May 24, 2011
                    Agenda
•   Introduction/Curriculum framework
•   Assessment
•   Teaching a concept
•   Persuasive writing
•   Reasoning model
•   Document analysis
•   Research Model


                    Center for Gifted Education
                  The College of William and Mary
         Workshop Outcomes
Participants will be able to:
      --Understand differentiation features in
social studies curriculum,
      --Apply selected models for teaching
social studies to their curriculum, and
      --Implement aWilliam and Mary social
studies unit.
                   Center for Gifted Education
                 The College of William and Mary
The Integrated Curriculum Model


        Process-Product
          Dimension


 Advanced
                          Issues/Themes
  Content
                            Dimension
 Dimension

                                          - VanTassel-Baska, 1986
          Center for Gifted Education
        The College of William and Mary
Social Studies Curriculum Framework
• To develop understanding of the concept of systems and of
  structure, function, and pattern as key elements
• To develop understanding of the concept of cause and
  effect and its relationship to events and eras in history.
• To develop reasoning skills with application to social
  studies
• To develop interpersonal and group process skills
• To develop skills in historical analysis and primary source
  interpretation
• [Unit-specific content goals]
                        Center for Gifted Education
                      The College of William and Mary
Social Studies Curriculum Framework
               The Social/Historical
                     Context
     Concept                                                        Reasoning
                                                     Process
  Understanding                                      Using Social
  Systems, Cause                                       Science        Research
    and Effect            Content                     Processes
                                                                     Document
  Government       Learning Social                       History     Analysis
                   Studies Content
                    and Habits of
   Economics
                        Mind                            Geography

                     Center for Gifted Education
                   The College of William and Mary
       Social Studies Curriculum Units
Grades 2-8
   Ancient Egypt: Gift of the Nile (primary)
   Ancient China: The Middle Kingdom (primary)
   Building a New System: Colonial America 1607-1763 (intermediate)
   The World Turned Upside Down: The American Revolution
    (intermediate)
   A House Divided? The Civil War, Its Causes and Effects (intermediate)
   The 1920s in America: A System of Tensions (middle school)
   The 1930s in America: Facing Depression (middle school)
   The Road to the White House: Electing the American President
    (middle school)

                             Center for Gifted Education
                           The College of William and Mary
      Social Studies Curriculum Units
Grades 9-10
 Defining Nations: Cultural Identity and Political Tension
 Primary Sources and Historical Analysis
 Post-Colonialism in the 20th Century: Perspectives on Tradition and
  Change
 The Renaissance and Reformation in Europe




                           Center for Gifted Education
                         The College of William and Mary
 Major Findings - Social Studies
• Students engaged in the units showed significant gains on
  measures of critical thinking and content learning. Gifted
  students showed greater gains than did their non-gifted
  classmates. Significant conceptual thinking gains occurred
  for individual units.
• No significant gender differences appeared on any of the
  measures.
• Differences in depth of implementation across schools and
  teachers corresponded to differences in performance
  among students.

                        Center for Gifted Education
                      The College of William and Mary
 Assessment of Learning Outcomes

• Pre- and post-assessments for content
  learning, conceptual thinking, critical
  thinking
• Portfolio of writing pieces and other
  activities
• Research projects


                   Center for Gifted Education
                 The College of William and Mary
Concept Development




        Center for Gifted Education
      The College of William and Mary
 Sample Social Science Concepts
Cause and Effect                    Law              Patterns

    Change                    Leadership              Power

    Conflict                      Liberty            Progress

    Culture                      Memory               State

  Government                  Movement               Systems

    Justice                  Nationalism              Time


                     Center for Gifted Education
                   The College of William and Mary
                       Concepts from The Syntopicon
Aristocracy                           Honor                                    Progress
Astronomy                             Immortality                              Reasoning
Beauty                                Infinity                                 Religion
Being                                 Judgment                                 Revolution
Cause                                 Justice                                  Rhetoric
Chance                                Knowledge                                Science
Change                                Labor                                    Sense
Citizen                               Language                                 Signs and
                                                                               Symbols
Courage                               Law                                      Sin
Custom And Convention                 Liberty                                  Soul
Democracy                             Life and Death                           Space
Desire                                Logic                                    State
Dialectic                             Love                                     Temperance
Duty                                  Matter                                   Theology
Emotion                               Metaphysics                              Time
Eternity                              Mind                                     Truth
Evolution                             Monarchy                                 Tyranny
Family                                Nature                                   Virtue and Vice
Fate                                  Necessity and Contingency                Wealth
Form                                  Oligarchy                                Will
Good and Evil                         One and Many                             Wisdom
Happiness                             Pleasure and Pain                        World
     Adler, M.J. (1952). The great ideas: A syntopicon of great books of the
                           Center for Gifted Education
     Western World. Chicago: Encyclopedia Britannica.
                         The College of William and Mary
Concept Development
                  • List examples.

                  • Categorize.

                  • List non-examples.

                  • Generalize.

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    The College of William and Mary
         Analyzing a System

          Boundaries




                 Elements



Inputs                                                  Outputs




                 Interactions




                     Center for Gifted Education
                The College of William and Mary, 2009
                       Systems Model
Name of system:
Give examples of how the system demonstrates each generalization.
The interactions and outputs of a system change when its inputs, elements, or
boundaries change.

Systems can be productive or dysfunctional.


Many systems are made up of smaller systems.


Systems are interdependent.

Over time, human systems adapt, change in priority, or are replaced.



                                 Center for Gifted Education
                               The College of William and Mary
   Sample Systems Discussions
• Patterns of river flooding and effects on
  Egyptian farming system
• Exploration of the silk trade as a type of
  economic system
• Comparison of European colonist and
  Native American social systems
• Comparison of American political system
  with that of other democracies
                   Center for Gifted Education
                 The College of William and Mary
  Cause and Effect Model
Causes may have predictable and Causes can trigger simple effects
     unpredictable effects.       or chains of related effects.




 An effect can be the result of         A relationship between events
 multiple causes with different       that seems to be cause-effect may
     degrees of influence.               actually be correlational or
                                                 coincidental.


  Causes have short-term and          Some effects have causes that are
      long-term effects.               hidden when the event occurs
                                      but are discovered later through
                                           scientific or historical
                                                investigation.


                       Center for Gifted Education
                     The College of William and Mary
    Sample Cause and Effect Discussions

•   Causes of the American Revolution
•   Effects of the Declaration of Independence
•   Causes of the Civil War
•   Effects of Lincoln’s assassination
•   Causes of the stock market crash
•   Effects of the Dust Bowl

                    Center for Gifted Education
                  The College of William and Mary
Persuasive Writing




       Center for Gifted Education
     The College of William and Mary
Hamburger Model for Persuasive Writing
                          Introduction
                       (State an opinion.)

                Elaboration                 Elaboration             Elaboration


          Reason                  Reason                       Reason

  Elaboration       Elaboration                  Elaboration


                            Conclusion
                        Center for Gifted Education
                      The College of William and Mary
          Dagwood Model
              Claim/Opinion/Introduction
     Details                                       Details
                         Background

                Reason               Other Points of View
Elaboration                                            Elaboration

                Reason               Other Points of View
Elaboration                                            Elaboration

                Reason               Other Points of View
Elaboration                                             Elaboration


                      Conclusion


                   Center for Gifted Education
                 The College of William and Mary
 Sample Persuasive Writing Opportunities

• Paragraphs arguing which of the inventions of
  ancient China is most important to the world today
• Letters to the Virginia Company asking for more
  supplies for Jamestown in the early years
• Paragraphs supporting or attacking the actions of
  the Sons of Liberty
• Essays arguing whether Sherman’s actions were
  justified
• Campaign speeches
                     Center for Gifted Education
                   The College of William and Mary
Reasoning




   Center for Gifted Education
 The College of William and Mary
    Elements of Reasoning
             Purpose/                  Point of
              Goal                      View



Evidence/                                             Assumptions
  Data
                           Issue/
                          Problem

                                                   Concepts/
    Inferences
                                                     Ideas


                       Implications/
                       Consequences
                                                               -- Paul, 1992
                   Center for Gifted Education
                 The College of William and Mary
       Sample Reasoning Discussions

• Implications of tourism for Egyptian economy and
  antiquities
• Maps as reflection of point of view
• Assumptions made by colonists and Native Americans
  about one another
• Purpose of the Emancipation Proclamation
• Inferences from political cartoons about perspectives on
  the New Deal
• Political concepts underscoring the Constitution
• Evidence presented in newspaper articles
                        Center for Gifted Education
                      The College of William and Mary
           Reasoning about a Situation or Event
                          What is the situation?



 Who are the
 stakeholders?

What is the point
of view for each
  stakeholder?

 What are the
assumptions of
  each group?

  What are the
 implications of
  these views?
                         Center for Gifted Education
                       The College of William and Mary
Sample Situation Analysis Activities

•   Passage of the Stamp Act
•   Decisions of the border states on secession
•   Scopes “monkey” trial
•   ERA in the 1920s and later




                     Center for Gifted Education
                   The College of William and Mary
Document Analysis




       Center for Gifted Education
     The College of William and Mary
    Analyzing Primary Sources
• Establishing a Context and Intent for the Source (author, time
  written, related culture and events, purpose, intended audience)

• Understanding the Source (issues/events addressed, main
  ideas/arguments, assumptions and values reflected, expected
  actions/outcomes)

• Evaluating/Interpreting the Source (authenticity/reliability,
  representativeness, potential and actual consequences, influence
  on historical interpretation)




                        Center for Gifted Education
                      The College of William and Mary
Establishing a Context and Intent
• Author:

• Time/When was it written?

• Briefly describe the culture of the time and list
  related events of the time.

• Purpose (Why was the document created?)

• Audience (Who was the document created for?)
                  Center for Gifted Education
                The College of William and Mary
     Understanding the Source
• What problems/issues/events does the source address?

• What are the main points/ideas/arguments?

• What assumptions/values/feelings does the author reflect?

• What actions/outcomes does the author expect? From
  whom?




                    Center for Gifted Education
                  The College of William and Mary
 Evaluating/Interpreting the Source
• Authenticity/Reliability (Could the source be invented, edited or
  mistranslated? What corroborating evidence do you have about the
  source? Does the author know enough about the topic to discuss it?)

• Representative. (How typical is the source of others of the same
  period? What other information might you need to find this out?)

• What could the consequences of this document be? (What would
  happen if the author’s plans were carried out? What could happen to
  the author when people read this? How might this document affect or
  change public opinions?)

• What were the actual consequences? What really happened as a result
  of this document?
    – Short-term
    – Long-term

• What new or different interpretation does this source provide about the
  historical period?
                        Center for Gifted Education
                      The College of William and Mary
  Sample Primary Source Discussions
• Ancient poem in praise of the Nile

• Letters about indentured servitude

• Stamp Act and Stamp Act Resolutions

• Camp diaries from Civil War soldiers

• 1920s KKK mission statement and essay on Garvey’s Back to Africa
  movement

• Federalist and Anti-Federalist papers

• Letters to students about riot at Kent State
                        Center for Gifted Education
                      The College of William and Mary
Research Model




     Center for Gifted Education
   The College of William and Mary
                    Research Model
1. Identify your issue or problem.

What is the issue or problem?
Who are the stakeholders and what are their positions?
What is my position on this issue?


2. Read about your issue and identify points of view or arguments through
information sources.

What are my print sources?
What are my media sources?
What are my people sources?
What primary and secondary source documents might I use?
What are my preliminary findings based on a review of existing sources?


                           Center for Gifted Education
                         The College of William and Mary
3. Form a set of questions that can be answered by a specific set of data:

1) What would be the results of _____________?
2) Who would benefit and by how much?
3) Who would be harmed and by how much?

My research questions:
4. Gather evidence through research techniques such as
surveys, interviews, or analysis of primary and secondary source documents.

What survey questions should I ask?
What interview questions should I ask?
What generalizations do secondary sources give?
What data and evidence can I find in primary sources to support different sides
of the issue?

5. Manipulate and transform data so that they can be interpreted.

How can I summarize what I found out?
Should I develop charts, diagrams, or graphs to represent my data?

                               Center for Gifted Education
                             The College of William and Mary
6. Draw conclusions and make inferences.

What do the data mean? How can I interpret what I found out?
How do the data support my original point of view?
How do they support other points of view?
What conclusions can I make about the issue?

7. Determine implications and consequences.

What are the consequences of following the point of view that I support?
Do I know enough or are there now new questions to be answered?



8. Communicate your findings. (Prepare an oral presentation for classmates
based on note cards and written report.)

What are my purpose, issue, and point of view, and how will I explain them?
What data will I use to support my point of view?
How will I conclude my presentation?

                               Center for Gifted Education
                             The College of William and Mary
          Video of Teaching
Analyze the videotape for evidence of higher
level thinking and problem-solving in the
middle school social studies classroom.

What are the strengths of the lesson?
What are the weaknesses?


                   Center for Gifted Education
                 The College of William and Mary
 Center for Gifted Education
    Contact Information
  Center for Gifted Education
The College of William and Mary
         P.O. Box 8795
 Williamsburg, VA 23187-8795
       757-221-2588 (ph)
       757-221-2184 (fax)
       www.cfge.wm.edu
           Center for Gifted Education
         The College of William and Mary

				
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