Strategy Log 1

Chapter 2: Discussion Boards What are Discussion Boards? Discussion boards are a great way to incorporate recent technological changes in the classroom. The teacher has the ability to post questions to begin a discussion on a discussion board by allowing each student to respond in a timely manner non-dependant on wait time. They are another way to pre-curse discussions in the classroom before a class meeting. They can potentially become negative so the teacher needs to closely monitor the discussion to ensure positive participation of all students, along with monitoring the direction a topic is taking to for its appropriateness and/or relevance. The teacher has the option to play devil’s advocate and turn certain discussion topics into the other side of the story. Announcing a discussion board to students would be done either by word of mouth or quickly to all students by using an E-Mail listserv. Using Discussion Boards in the Social Studies Classroom: In the Social Studies classroom, the use of discussion boards could potentially become a useful tool. Considering that in a Social Studies classroom there are massive amounts of information being presented with varying viewpoints and further confined within the schedule of the teacher’s curriculum is the Minnesota Social Studies standards, if a teacher is then unable to present all information, they can use a discussion board to have students discuss various topics online as homework. A potential and noticeable problem is that not all students have access to the Internet; the school’s computer lab would have to able to accommodate students or the school bans the use of discussion boards. The most important part of incorporating a discussion board is that teachers need to be “on the ball” and post questions and discussion topics at a consistent time daily for student regularity.

Topic presented by teacher.

Response by William

Response by Tara

William’s comment Responded by Derek

Response by William

Strategy Log 2

Chapter 2: Picture Books

What are Picture Books? Picture books are commonly associated as educational tools for elementary age students, but are wonderful tools to assist in the learning of secondary students. The old adage, “A picture is worth a thousand words,” rings true when implementing picture books into the classroom. Pictures books cover a wide variety of subject areas and are able to depict complex situations or further situations that need visual reinforcement to stimulate learning. Picture books are good for the large number of students whose learning acuity is visual.

Pictures from amazon.com

Using Picture Books in the Social Studies Classroom: There are varieties of picture books that help depict situations and can assist students in learning about complex situations. Suggestions of picture books that can be used to assist in learning situations are cited in the above pictures. Pictures books can be found at most local bookstores and a bargain tip: check Border’s bargain book table as there are usually a wide variety of picture books they are being clearanced out for as little as $5.99.

Strategy Log 3

Chapter 4: Classroom Environment, Pods

What are Pods? Pods allow students to collaborate with each other while in class. This method of organizing the classroom was used in one of the classrooms that I observed during Schools and Society in summer 2003. This is a good set-up for students to increase their socialization amongst peers and assist in set-up of small group projects. Seating is clustered into small pods, which allows students to take responsibility for a given role since each individual spot can be assigned a role. Students are broken up into groups of 4-5, with five being the ideal number.

Using Pods in the Social Studies Classroom: Pods in the Social Studies classroom can be beneficial and assist students in learning activities such as literature circles, investigative group work, or other activities in which small groups are vital to assist the functioning of the classroom. The classroom should be set up so the teacher is able to move freely around the room, work with a particular group and keep a watchful eye on the other groups.

Blackboard

Book

shel

ves

Teacher’s Prep and Teaching Area

Teac

her’s

Des

k an

d Co

mpu

ter

Student Supplies

Win

dows

Cabinets for Supplies/Bulletin Boards with announcements

Strategy Log 4

Chapter 4: Using Graphic Organizers

What is a Graphic Organizer? A graphic organizer is a tool that helps student depict information into a cohesive and understandable format. There are several different types of graphic organizers so one method might work for some students while other students might benefit from another. A graphic organizer moves away from the typical pen and notebook approach to learning, by helping students organize their learning in a more cohesive format. Using Graphic Organizers in the Social Studies Classroom: As shown above a graphic organizer helps students compare their answers to the textbook definition. They are then able to write about the differences that are present and then compare their differences with other students. A graphic organizer can then be organized into student’s notebook to have a sequential learning series about one particular topic present. Graphic organizers are a great way to check learning by using them as a posttest; this would take time to develop but would be beneficial in the assessment of student learning.

September 11, 2001: Your Definition: ___________________________________________________________________________________________

September 11, 2001: Encyclopedia’s Definition: ___________________________________________________________________________________

What differences are present? ___________________________________________________________________________________________________________________________________________________________________________________

Views of other Nations:

Great Britain: Your Definition: ______________________________________________________________________________________

Great Britain: Encyclopedia’s Definition: ___________________________________________________________________________________

What differences are present? _______________________________________________________________________________________________________________________________________________________________

Strategy Log 5

Chapter 5: Semantic Maps What are Semantic Maps? Semantic maps are a tool designed to help students connect similarity among topics. Particularly if there are many complex words in the text that are interconnected, students would benefit by being able to visually learn the material. A semantic map asks students to write out what makes certain topics connected to each other but not to others. Students can use their work by comparing them to another student’s work and determine the location of difference. It can be also used in pods (see page 3) where one student locates a word and the others find the similarities of that word.

Thesaurus Scramble

Using Semantic Maps in the Social Studies Classroom: The use of semantic maps can help students note the interconnections between certain topics. This would be a good tool to use for topics such as psychology or international studies where things might be connected throughout the unit but not during the first few lessons. A semantic map can be used as a large wall project that students add to during each new unit by allowing students to see the interconnections between certain topics. At the end of the year, students are able to see how things have been built upon and how almost everything is interconnected. This allows students to use the memory skill of association to assist in their learning.

You have 3 minutes to connect as many words to your base word.

Complex

Compound Multipart Composite Complicated Intricate Multifarious Multifaceted

Intricate Versatile Involved

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Chapter 5: Relations of the Target Concept

What is Relations of the Target Concept? Relations of the target concept ask students to look at an example and identify what is similar amongst chosen words. Students are asked to look at relevant attributes presented and make semantic meaning out of the terms presented. According to the text, “An attribute is said to be critical if it is a characteristic that is necessary to class membership. An attribute is said to be variable if it is shared by some but not all examples of the class” (page 165). The ultimate goal is to have students identify the interconnections in a format that makes sense.

From Content Area Reading (pg. 165)

Using Relations of the Target Concepts in the Social Studies Classroom: Relations of the target concept is an excellent tool to use when describing complex situations. In the Social Studies classroom a good use of this would be to describe the United States Government. Students would be able to see the President and the Vice-President using that information to construct the members of the cabinet and talk about the departments in which they oversee. This will allow students to see the difference in the various departments, then each department can be studied individually.

Birds

Land Birds

Ostrich Penguin Emu Rhea

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Chapter 6: Problematic Perspectives

What are Problematic Perspectives? As children, we are taught that problems are to be solved. Problematic perspectives allow stimulated imagery for students before reading by allowing them to use their imagination to discuss what a particular topic might be about. The teacher should be ready to explain the program in detail and prepare to discuss and/or debate with students regarding the chosen methods. This is an important tool to use with group work as it allows students to learn about negotiation and collaboration, which is a tool that will be used throughout life. Using Problematic Perspectives in the Classroom: Problematic perspectives are constantly used in the business world as a way to break the ice during a convention or meeting. The above example shows a problem and asks students to find the solution while working within a group. An example, to introduce Band of Brothers, the men of Easy Company, you could show the scene when they wander into the forest in the middle of winter and now that have to figure out how to survive. By using a climatic point in a movie or television show, a teacher can have students engage in solving the problem at hand. This tool is excellent in engaging the learners who are kinesthetic and logical/mathematical.

Problem: Your plane has crashed and of the nine of you on board only six have survived. The pilot, co-pilot, and navigator have all died so you are unable to ask them about the terrain and use their knowledge. Before the plane went up in flames, you grabbed the following items:

• A map • A coffee can • A candle • Scissors • Clothing from the dead • An ax • 2 pounds of food • Five flares.

Put these items in order of their importance and tell what you should do. Answers will vary but the most incorrect answer is taking the map and finding the nearest town. You should always stay put and wait for help to come to you.

Strategy Log 8

Chapter 6: Anticipation Guides

What is an Anticipation Guide? An anticipation guide is where students are given a series of statements in which they must read and respond, before reading. Keywords from the reading are selected and students are asked what they might be reading about. Students are then asked to answer a series of agree/disagree statements. Students then read the article individually. A discussion should follow, with students talking about the positions they took while answering the agree/disagree.

Using Anticipation Guides in the Social Studies Classroom: Anticipation Guides can be used as a tool to introduce highly controversial topics such as making English the official language in the United States or an upcoming election. A variation to the anticipation guide is if the teacher takes the agree/disagree sheets and compares them after students read and discuss the article to see if students have changed their response. Classroom management needs to be implemented at all times during the discussion so that hurt feelings do not result.

Keywords: Demographic World Population UN Analysis

Agree or Disagree ______There is a problem of overpopulation. ______Another baby boom is going to occur. ______Immigration helps population growth. ______The world population will soon peak.

From Foreign Affairs (May/June 2004)- The Global Baby Bust by Phillip Longman And forecasts by the UN and other organization show that, even in the absence of major wars or pandemics, the number of human beings on the planet could wells start to decline within the lifetime of today’s children. Demographers at the International Institute for Applied Systems Analysis predict that human population will beak (at 9 billion) by 2070 and then start to contract. Long before then, many nations will shrink in absolute size, and the average age of the world’s citizens will shoot up dramatically. Moreover, populations that will age fastest are in the Middle East and other underdeveloped regions. During the remainder of this century, even sub-Saharan Agric will likely grow older than Europe is today.

Students then will discuss the article.

Strategy Log 9

Chapter 7: KWL

What is KWL? KWL is a process implemented by teachers to gage the understanding of students. Before the beginning of a lesson or unit, students are able to articulate what they know about a particular topic. Students are then asked to write down what they would like to know. Following the lesson or activity, students write down what they have learned about this particular topic. This can be used in a variety of situations and can be compared to various topics throughout the year by using a cross comparison approach. Students will be able to take the information and then use it to compare a variety of topics and see how things are interconnected.

Using KWL in the Social Studies Classroom: KWL is an excellent strategy to use when studying units such as international studies where cross-comparison is needed for sub-subjects like religion, language, agriculture, geography and history. Using KWL will help students see that there are interconnections present in all cultures. By using KWL, students can take information from a previous topic and further connect to newly learned subjects.

Topic: What I Know What I Want to Learn What I Learned

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Chapter 7: Discussion Webs

What is a Discussion Web? A discussion web is a way to help students engage themselves in the text; the ultimate objective is to have students create a framework that will help explore various points of a particular issue. There are two goals, one is to have students discuss without drawing a pre-conceived conclusion about the selected topic. The second is to have a student led discussion instead of a teacher led discussion. Students begin by discussing the problem with a partner; they then join up with another pair to fill out the discussion web. Ultimately coming up with a consensus or conclusion of their group and present to the class.

Using Discussion Webs in the Social Studies Classroom: Discussion webs in the Social Studies classroom can be used almost inadvertently with days devoted to current events. The teacher selects a topic that is readily available to construct a constructive controversy. Students are to dissect the article and use the discussion web as a tool for their discussion within their pair. When they are joined up with another group they are able to compare their take on the particular topic by bringing up secondary viewpoints or prior knowledge that one student might have. It is important that the teacher does not lead the discussion but rather leaves it up to the students.

Yes No

Should campuses be only

“dry” until age 21?

Conclusion:

Strategy Log 11

Chapter 8: The Unsent Letter

What is the Unsent Letter? The unsent letter is a tool used by educators to assist students in getting thoughts and feelings expressed on a piece of paper. This is effective when having students talk about a controversial topic would take too much instructional time. Unsent letters allows students the chance to write out their frustrations instead of speaking them. Unsent letters can be formed as a free-writing assignment or can be structured responses to a particular topic. Students can then share their letters to the class or can forgo sharing. The teacher can further the assignment by asking students research their statements and finish the letter that includes support. Using the Unsent Letter in the Social Studies Classroom: As stated earlier the unsent letter is a great tool to ask students put forth their feelings to paper. Students are allowed write about a political stand point whether they agree or disagree and not be cut down for their views. The unsent letter can help students articulate their knowledge and connect Social Studies with what has been typical English class work. An essential part to the unsent letter is to have students formulate support for their letter. Students can write a first letter as a rough draft, but then letters should be rewritten with support. In the above letter, we see that Tommy has cited the San Diego Times. To further additional support can be found in other types of medium such as television or radio. Using the unsent letter is a good way to have the student begin writing in the five-paragraph essay by allowing more structured writing within the Social Studies classroom. The unsent letter is unique in that it can be used in multiple content areas and at various grade levels.

Dear Mr. President, I find your economic policy to not work for the majority of America. The policy says, “Tax breaks are available to all individuals,” which you say is a good thing. However, the tax break only benefits the elite and those individuals who support overseas factory work and labor. Such information can be found in today’s San Diego Times they quote you as saying, “I only care about those who make more than $300,000 a year, because these people are the elite and the base of our country.” In fact, the base of your country is those who work in your American factories, who stand for eight hours and make minimum wage. A change is the system should have been to raise the minimum wage to at least $15.00 an hour to supplement the rising costs of living and other services that are needed to function daily. I have found proof of your support to those in the upper class. I just hoe for once support those of us in the working class. Signed, Tommy Higgins, Grade 9

Strategy Log 12

Chapter 8: Learning Logs What are Learning Logs? Learning logs are tools to assist students in tracking the lecture as it happens. There is no real method as students can take notes as they please in a format, which they understand. Students are allowed to write down things that are confusing to them and highlight for further exploration, display interconnections, and write out definitions. There are numerous advantages and this will help students in their learning pursuit and with note taking. They are semi-formal types of writing and do not have to be typed but can be graded. They can be used throughout the class period so that students are able to refer to their notes at any time and if done correctly students are able to see presented connections and ultimately will be able to articulate their method. Learning Logs in the Social Studies Classroom: Leaning logs can be used in the Social Studies classroom to depict information and assist students cognitively transfer information. Students can use the learning log when there are multiple key players or events to concern oneself. The learning log will allow students to make the connection between people, places, and events, which is a key point in learning history or any subject for that matter.

Global Population Concern:

2070- Peak

How will America support itself?

What is population capacity?

10.8 million immigrants a

year.

2050 U.S. Population 1.1 Billion

73% immigrants

To support this we would have to

build 1 NYC every 10 months.

Strategy Log 13

Chapter 9: Venn Diagrams

What is a Venn Diagram? A Venn diagram is a visual tool made by two equal shaped circles that intersect at two common points. The key to the Venn diagram is that where the two circles crossover students are able to identify what is common between seemingly “unrelated” objects. The bulk of the circle shows what is unique about these separate objects. A unique twist on the Venn diagram can allow students to compare themselves with others in their class, a common complaint about pair work, we “have nothing in common”, this tool allows them to search out their similarities and what makes each of them unique. Using a Venn diagram in the Social Studies Classroom: A Venn diagram can be used for a geography lesson to help identify the similarities of two seemingly unrelated countries. Students can use the Venn diagram to point out the similarities and differences, when reading the text might prove to be overwhelming or confusing. The Venn diagram is not exclusively tabled to the Social Studies curriculum. Then English department can use a Venn diagram to compare characters within a literary reading. Math teachers are able to use Venn diagram to compare factors or two numbers. Science teachers can use the Venn diagram to compare or contrasts various species or plants.

Object A Object B

What is unique about Object A? What is unique

about Object B?

What makes Object A and B similar?

Strategy Log 14

Chapter 9: Network Trees

What are Network Trees? Network trees are a type of graphic organizers, which students are able to present information in a visual form. A network tree shows relationships between super ordinate and subordinate concepts. Students can use a network trees to describe prominent concepts, use its attributes, and make visual sense of what is being studied. A network tree forms around one centered theme that breaks down to a various number of concepts, which then can be broken down into subordinate concepts. Students who are reliant on visual learning can use a network tree more frequent because of its visual acuity. Using Network Trees in the Social Studies Classroom: As shown above students can use a network tree to describe topics that have multiple subtopics, which can be confused easily. Within the Social Studies classroom, students are able to draw a network tree, which can compare how various forms of government are set-up. Students can write out the differences and similarities between two forms of government by using a Venn diagram (page 13). Network trees can also be combined with learning logs (page 12) which students are then able to expand a network tree to ask questions about a particular topic or set up their note taking in a form that is easiest for them.

Branches of the U.S. Government

Executive Judicial Legislative

Supreme Court Senate Congress Vice-President

President

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Chapter 10: Three Level Guides

What are Three Level Guides? Three level guides are a way to assist students with their comprehension of the text. Most students only read the text at the literal level, meaning they read only what is presented to them. Students who read at the interpretive level, read between the lines, these students are looking for information that is not explicitly “spelled out” for them. The “aha!” factor is present when a student understands what the author is trying to say. The applied level of reading is the most advanced, here students read the text and then try to apply the literal meaning to their own lives, through the formation of new ideas and/or opinions. Using Three Level Guides in the Social Studies Classroom: Three level guides can be compared/contrasted to James Bank’s Four Levels of Inclusion because of variation on interpretation. Students who are reading a Social Studies textbook need to apply the reading in a way that can ensure they are getting the most out of it. By giving students a selected text about the Holocaust students might learn only the minimal facts if they read at the literal level. By applying their reading to the interpretive level students might understand the horrid conditions of concentration camps without having it be spelled out in that fashion. A student who reads at the applied level can interpret the Holocaust and form an opinion or establish an idea about how maybe as an individual they can help ensure that it never occurs again on such a large scale but also on a smaller scale (such as at school).

Levels of Comprehension

Literal

Interpretive

Applied

Reading the lines

Reading between the lines

Reading beyond the lines

Using information to express opinions and form new ideas

Putting together information, perceiving relationships and making inferences

Getting information explicitly from the text

Strategy Log 16

Chapter 10: Selective Reading Guide What is a Selective Reading Guide? Called a reading road map, a selective reading guide is an important tool that makes sure that students know how to properly think when text is presented to them. When a teacher gives a selection, many students do not know how to interpret the text (as described on page 15, with Three Level Guides) and comprehend appropriately. By using questions that are abstract, the reading becomes more thought provoking for the individual student. As a teacher, it is important that students read the text before answering the presented questions, to avoid the typical student work method of reading the question and then trying to hunt out an answer. Using Selective Reading Guides in the Social Studies Classroom: In the Social Studies classroom a selective reading guide can be used to help students take their reading to the interpretive level, but first it is important that students are able to comprehend the text at the literal level. Selective reading can help students interpret material that might not be as straightforward as a student would like. Any time a new unit is introduced within the Social Studies curriculum students can use the selective reading guide to help them look abstractly at the information that is presented. A two or three day lesson on the history of proverbs would help students learn about abstract and concrete meanings by introduce a wide variety of historical sayings, an interesting topic that can tie your curriculum to other departments (such as English). It is important that as teachers we work together to create a curriculum that is integrated to help students establish connections between various subject areas.

Questions about the Text: 1¶: Do you think this will be a happy story? 2¶, line 5: What does this sentence tell you about Jamie? 3¶, line 3-5: What do we learn about Jamie’s mother?

Jamie grew up in the small suburb west of L.A. she had a charmed life and she enjoyed time with friends and family. Jamie was starting the 7th grade at the local middle school she had a lot of friends who spent time laughing with her and enjoying life. The girls she hung out with sometimes got in trouble but Jamie avoided their behavior. Jamie’s parents raised her to be a headstrong individual and be devoted to living her life to the fullest. Jamie’s mother was her best friend and they spent a lot of time together laughing and having a good time.