BFSSSusan


 * Textbook Survey—Social Studies **

As you peruse your content area textbook, please complete the following activities and/or questions. You may place your response on this page.

1. Write a bibliographical entry for the book using APA format.

Zevin, J. //Social Studies for the Twenty-First Century.// (2007). Lawrence Erlbaum Associates, Inc.

2. What is the author’s background in education?

He was a high school teacher in Chicago and middle school teacher in Michigan.

3. Skim through the Preface and the Personal Prologue. What are 2 things that you learned about the book or author?

Believes it’s the teacher’s job to give students the “knowledge and skills needed to prepare a solid defense for their views, decisions, and actions.”

He has three overarching goals: strengthen student knowledge, engage students and express attitudes

4. Looking at the Table of Content, what are the 6 main parts of the book? 1.Philosophy and History of Social Studies 2. Teachers and Students: A Context for Social Studies Instruction 3. Strategies for Social Studies Instruction 4.Teaching the Social Studies Curriculum 5.Textbooks and Media in the Social Studies 6.Beyond the Social Studies Classroom: Professional Issues and Trends

5. Which chapter should you definitely read before you begin the unit project?

Section III: Planning a Unit From Start to Finish

6. Which chapter will be particularly helpful with planning assessments?

Section II: Evaluation in Social Studies

7. To aid your quick review of the textbook, how does each chapter begin and end?

Begins with an overview and ends with a summary.

8. Of all the chapters in the book, which one interests you the most? Why?

Section V: Textbooks and Media in Social Studies because I’m really interested in incorporating technology into class to make enhance lessons and student interest and comprehension.

9. Of all the chapters in the book, which one will you probably not read during this course? Why?

I will probably not read the section about the philosophy and history of social studies because it doesn’t sound interesting at all.

10. What is one section in particular that you would like to discuss further with your content advisor?

I would like more direction in planning a unit from start to finish... how to create objectives, lesson plans and assessments.

Three issues facing social studies education that I am especially interested in are: the use of primary source documents in the classroom, integrating technology in the teaching and learning processes and covering controversial topics in class. I think it is incredibly beneficial to students to incorporate all three of these into the classroom, especially if your goal as a teacher is to pique the interest of the students, encourage an interest in learning and create civically engaged citizens. Discussing controversial topics in class may be difficult, and somewhat dangerous depending on the topic, but I feel that it is important to assist students in developing the ability to analyze information and create a well-informed opinion based on that knowledge. The classroom is a great place to learn those life skills.

**Session Five Journal Reflection: Writing in the Social Studies Classroom**
In “Writing in the Social Studies Classroom,” author Kathy Griffin defends and explains the importance of incorporating writing into social studies. In her classroom, Griffin gave her students many writing-based assignments that she predicted would help them develop higher-level thinking skills. She argues that “when students commit their thoughts to paper, it allows them to develop a deeper perspective and helps them learn.” According to Griffin, writing has an important place in the social studies classroom.

I think Griffin supports her opinion on the importance of writing well in her own classroom, but does not elaborate on the effects it may have in others’ classrooms. When I read the samples included in the article, I got the impression that the students knew how to write and were now learning how to apply that to the social studies classroom. She did not discuss how to approach the difficulties of possibly having to teach the students what a five-paragraph essay is at the same time as trying to teach them about a historical time period. I would like to hear her opinion on that also. Overall, her experience in the classroom seemed to backup her argument well, especially since her students agreed that they learned a lot from the assignments and appreciated being able to take more responsibility in their education.

Overall, I agree with Griffin that writing does have a place in the social studies classroom, but to what extent the writing itself should be graded, I still need to decide. I do appreciate the diversity of the assignments she used, even though they were all writing-based, it allowed for students to explore the topic hands-on and be creative in their assessment of knowledge. Her assignments have given me quite a few ideas that I would like to use in my own future classroom. I like when students have a say in what they’re learning; I’m sure they do too. I think that writing does challenge students to focus, analyze facts and develop their own argument while backing it up with facts and thus leads to a deeper understanding of the concepts than a multiple-choice test would. I do, however, feel that any social studies class should not revolve strictly around the writing component, but rather the main concepts of the subject. The ability to evaluate an issue and think analytically is the most important goal of the social studies classroom; if this can be done in a written format, great, but assignments still need to be differentiated so those non-writers are not discouraged.

=Research paper outline=

Social studies, by definition the study of human society, is bound to attract controversy or differing viewpoints on how to approach the discipline. There are many issues surrounding the subjects, but three that are particularly important to helping students comprehend and analyze the material are: incorporating technology into the classroom, using primary source documents to introduce and teach topics and covering and discussing controversial topics in the classroom.

I. Introduction II. Incorporating technology in the classroom i. Content must come before technology ii. Use technology to advance lessons, not merely to use it III. Using primary source documents i. Provoke critical thinking ii. Engage students emotionally and personally iii. Helps students see complexity of issues and begin to analyze IV. Covering controversial topics i. Analytical thinking ii. Creating engaged citizens V. Conclusion >>
 * 1) Imagine two classrooms metaphor
 * 2) Thesis statement
 * 1) Realities of students’ lives (technology at hand)
 * 2) Examples of positive ways of incorporating technology
 * 3) Cautions to over-using technology
 * 1) Definition of primary source documents
 * 2) 3 main reasons for using them in lessons
 * 1) How to use primary sources in the classroom
 * 1) Explanation and their place in social studies classroom
 * 2) Benefits to teaching/discussing
 * 1) Imagine a classroom that uses all three techniques
 * 2) Restate thesis

>> A few thoughts from our discussion: >> >> As someone who generally keeps her opinion to herself in class, I’ve been struggling with trying to decide whether to grade class participation or not. I’m still trying to decide, but I like the idea we discussed with Beth about including participation points for particular activities that they are more relevant for rather than including participation points in the quarter grade. Also, I want to make sure that I do a pre-assessment for units to gage knowledge and determine lessons. >> >> Still, my biggest concern as someone who would like to assign projects rather than use multiple-choice tests is not getting bogged down by assignments to grade. One way to avoid this is by alternating the types of assessments used- even using multiple-choice tests on occasion. Beth suggested a few ways to work through the workload also that sound helpful. >> >> >> >> Late work policy ideas: >> >> I think students should be responsible for their work and getting it in on time, but the school culture now does not seem to stress it as much as I would. I would accept late work for the larger projects or papers, but not for small in-class or daily assignments that would count toward daily participation points. I would deduct points daily from each assignment that was turned in late, possibly up to 5 or 10 percent of their grade, and would not accept any late assignments after a week or the unit is completed, whichever comes first. Students that have something unexpected occur in their life that would keep their work from being turned in on time would have to talk to me before the assignment is due and we could handle the situation on an individual basis. Students need to be held responsible for their school work, but I don't want to be so strict that it could hurt their grade. >> >> ___ >> >> Summative Assessment Plan >> >> Topic: Immigration & the Immigrant Experience (Late 1800s- early1900s) >> >> Grade level: 10th >> Length of unit: 11 days >> When will performance assessment be introduced: at the beginning of unit and discussed throughout. Time will be given to complete work as we walk through sections. Students will also check in with work several times during the unit to evaluate progress. >> When will test be given: the last day of the unit, day 11. Discussion will follow. >> >> Essential Questions to guide the unit: >> >> Learning Objectives for the unit: >> >> >> WI State Standards Strand B: History- >> >> Two-part summative assessment plan: >> >> >> ** Immigration & the Immigrant Experience Assignment Packet ** >> (Late 1800s- early1900s) >> In this unit, we will spend two weeks learning and discussing the mass immigration into the United States during the mid- to late-1800s through the early 1900s. We will focus heavily on the experiences of those who traveled across the ocean to a new world. We will also cover reasons why people left their homelands, the incredible scale of immigration during this period and the economic and social implications of it. >> >> >> **Assignment Details** >> >> To illustrate your knowledge of the immigrant experience, you will create a journal with 10 entries written from the perspective of a European immigrant. During our exploration of this experience, we will discuss in more detail the largest immigrant populations: the Irish, German, Austria-Hungarian, Scandinavian and Russian immigrants. >> >> These journal entries will focus on the daily experiences of an immigrant before, during and after their arrival in the United States. These journal entries can focus on anything you find interesting and important during the immigrants’ experience, such as the across-sea voyage, arrival at Ellis Island, working and living conditions, language difficulties or other cultural differences. >> >> **Journal Entry Requirements** >> >> You may create your journal entries in a variety of formats, including: essay or journal-entry style, pamphlet of something encountered during the experience, poem, song, comic strip, drawing with a brief written explanation, skit, written interview format, video or web-based product or another format approved by the instructor. >> >> At least 4, but no more than 7, of your journal entries must be in the complete written format. This is your opportunity to be creative and express your European immigrant personality in an interesting way! >> >> **Rough Schedule for the Unit/Journal Project** * >> >> Look over these topics to begin planning your journal entries. It is a good idea to complete journal entries as we cover the different topics in class. I will check your progress several times throughout the unit. You will get class time to work on your project, but some will also need to be completed outside of class. >> >> Day 1: Introduction to unit and assignment. Pre-assessment quiz. >> Day 2: Why emigrate? >> Day 3: The voyage. Work time, individual check-ins. >> Day 4: Arrival in the United States. A walk through Ellis Island. >> Day 5: Immigration law and public response. Work time. >> Day 6: Settlement patterns and a bit of Industrialization/Urbanization. Work time, individual check-ins. >> Day 7: Urbanization and tenement-living. >> Day 8: Immigrant work. Work time, peer review of at least 2 written entries. >> Day 9: All-day work time (Computer lab available). >> Day 10: Work time and review game. >> Day 11: Completed journal due. Test (1 hour to complete) and closure discussion. >> >> *If we finish early on any day, the remainder of time will be used to work on your journals. >> >> **Rubrics** >> >> Attached to this assignment sheet are three rubrics. Please read through these rubrics before you begin your project as well as throughout. Check them often to ensure completion and a good grade on the assignment. >> >> >> **Daily Overview** >> >> Day 1: Introduction to unit and assignment. Pre-assessment quiz. >> >> >> Day 2: Why emigrate? >> >> >> Day 3: The voyage. >> >> >> Day 4: Arrival in the United States. A walk through Ellis Island. >> >> >> Day 5: Immigration law and public response. >> >> >> Day 6: Settlement patterns and a bit of Industrialization/Urbanization. >> >> >> Day 7: Urbanization and tenement-living. >> >> >> Day 8: Immigrant work. >> >> Day 9: All-day work time (Computer lab available). >> >> >> Day 10: Work time and review game. >> >> >> Day 11: Completed journal due. Test (1 hour to complete) and closure discussion. >> >> >> **Resources** >> Byers, A. (2006). //The history of U.S. immigration: coming to America// ([Library ed.). Berkeley Heights, NJ: Enslow. >> >> Coan, P. M. (1997). //Ellis Island interviews: in their own words//. New York: Facts on File. >> >> Ellis Island National Monument - History & Culture (U.S. National Park Service). (n.d.). //U.S. National Park Service - Experience Your America//. Retrieved July 5, 2011, from [] >> >> Grubin, D. (2006). //Destination America: the people and cultures that created a nation.// Hollywood: Paramount Home Entertainment. >> >> Hoobler, D., & Hoobler, T. (2003). //We are Americans: voices of the immigrant experience//. New York: Scholastic Nonfiction. >> >> Immigration 1800-1900. (n.d.).//Spartacus Educational - Home Page//. Retrieved July 5, 2011, from [|http://www.spartacus.schoolnet.co.uk] >> >> Interactive Map Showing Immigration Data Since 1880 - Interactive Graphic - NYTimes.com. (n.d.). //The New York Times - Breaking News, World News & Multimedia//. Retrieved July 5, 2011, from http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html >> >> Kraut, A. M. (1982). //The huddled masses: the immigrant in American society, 1880-1921//. Arlington Heights, Ill.: Harlan Davidson. >> >> McLaughlin, V., & Lightman, M. (1997). //Ellis Island and the peopling of America: the official guide//. New York: New Press. >> >> Riis, J. A. (1971). //How the other half lives; studies among the tenements of New York.//. New York: Dover. >> >> [] >> >> Sinclair, U. (19711946). //The jungle//. Cambridge, Mass.: R. Bentley. >> >> US Immigration history. (n.d.). //Rapid Immigration - U.S. Immigration Information in your own language.//. Retrieved July 5, 2011, from http://www.rapidimmigration.com/1_en >> >> >> >> >> >> **Reflection on a scenario** >> >> >> Easiest to adapt: Student broke his/her wrist and cannot write or use computer for the duration of the unit. If there was a lecture one day, I would have student listen throughout and check orally for attention. This student would receive photo-copied notes from another, high-achieving student to study. Also, if there are any written assignments due, the student would be able to either present orally in front of the class or one-on-one. >> >> >> Most difficult to adapt: You try to sign up for the computer lab, but it is unavailable. In my current lesson plan, this would be very difficult to deal with because I developed the unit around a lot of research and computer activities. I would probably try to collect news periodicals, books and journal articles that related to the topic and ask students to share them. Also, I would bring the students to the library and hope that whatever topic we were covering could be found in the library in some format. I'm sure the librarian or media specialist could help with this. >> >> >> Grading response >> >> To be perfectly honest, this is all so new that I'm not confident in any particular area of grading. I thought that I wrote well-crafted rubrics before our discussion tonight, but now I have to go back and make sure that my rubrics are fair. I haven't yet figured out how I would weigh each area of class (tests, projects, essays, participation, small assignments, etc.). I think during my first year of teaching, I will end up changing my grading system several times. I'm definitely going to talk to as many teachers as I can to see what works best for them and develop the first draft of what I think works best.
 * What was the typical experience of immigrants to the U.S. during the late 1800s and early 1900s? How did this experience shape U.S. economy and society?
 * Students will describe experiences of immigrants during the mid- to late-1800s and early 1900s by creating a series of journal entries in various formats.
 * Students will identify important facts and societal implications of the mass immigration by completing a written test.
 * B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches
 * B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world
 * Which objectives can best be assessed using a performance assessment?
 * Discussing the immigrants’ experiences before, during and after emigrating to the United States. (This should be done in journal format, but can include photo collages, newspaper clippings, songs, poems, etc. to express experience)
 * Which objectives would best be assessed using a pen/paper test or quiz?
 * The societal implications and facts before, during and after mass immigration to the United States.
 * Give a brief introduction of what we are going to cover and our goals for the unit
 * Have the students close their eyes and imagine the images I read.
 * Student will complete a short pre-assessment quiz to evaluate their knowledge of the topic
 * Hand out assignment packet (assignment sheet, rubrics and an example journal entry)
 * Call on students to read paragraphs aloud and other follow along on the board
 * Ask a few students to summarize parts of the assignment
 * Begin a KWL for the unit.
 * Ask the students what they know about immigration during the 1800s-1900s
 * Write responses on the board
 * Clarify points or edit responses as necessary
 * Then, ask the students what they would like to learn more about and write it down.
 * Watch a short introduction clip from the PBS DVD ‘Destination America’
 * Put the map ‘Major world migrations 1860-1885’ on the board.
 * Ask for a few volunteers to read the map. What countries in the world were sending/receiving people?
 * Put the map ‘Major world migrations 1890-1915’ on the board. Ask students to locate and explain the changes between the immigration of the time.
 * Tell the students to take a minute and think back to what they have learned about world history and think about why people might leave their countries during that time.
 * Ask the students to volunteer their answers or call on a few if necessary.
 * Keep track of responses in a T chart on the board
 * Countries vs. Reasons to leave
 * Think out loud to the students reasons why I think someone might emigrate during that time as a model.
 * Give students time to read hand out on emigration and fill out a graphic organizer together on the board to illustrate reasons someone would emigrate
 * Hand out ‘Decennial Immigration to the United States from Europe, 1820-1919’ and also put on board.
 * Ask the students to explain how these numbers reflect the emigration stories we read.
 * Tell the students they are to choose on the countries listed as their homeland for the purpose of writing their journal project
 * Ireland, Germany, U.K., Scandinavia, Russia, Austria-Hungary, Italy
 * Give students time to brainstorm and begin working on journals
 * Remind students to check the rubric for requirements and that they should begin with their focus on the content rather than presentation, that can be fixed later if time remains.
 * (Will focus mainly on the experience)
 * Open a calendar on the board, point to current date and count a week ahead. Ask students what they plan to do during that time. Then, have them imagine that they, instead of being free to do those things, were stuck on a boat, in small, cramped compartments barely fit for humans.
 * Watch the transportation clip from PBS ‘Destination America’
 * Ask students to jot down a few thoughts while watching the clip
 * Ask a few students to share their reaction to the voyage experienced by many immigrants
 * Explain to students that this would be a very good piece to include in their journals
 * Put on the board and read aloud an essay of the voyage written by an immigrant
 * Student work time
 * Students will be called up individually to ‘check-in’ and evaluate progress or help students on an individual basis
 * Watch the Ellis Island clip from PBS ‘Destination America’
 * Read a short explanation of the numbers and facts of immigrants arrival in the United States from __We Are Americans: Voices of the immigrant experience__.
 * This passage focuses on general immigration, Ellis Island and Angel Island (in San Francisco).
 * While reading, have the graphic ‘Who Was Coming: The top nations’ on the board to illustrate the numbers of immigrants.
 * Have student copy this short graphic into their notes.
 * Have printed hand outs available for whomever would like to read along or use it to study for the exam.
 * Using the book __Ellis Island Interviews: In their own words__give each pair (chosen by students) one excerpt
 * Each set of partners will receive a selection from an immigrant from a different country: Italy (Southern and Northern), England, Ireland, Scotland, Poland, Germany, Austria, Hungary, Russia, Greece, Sweeden, Syria, France/Spain and at least one pair with receive a selection from a doctor at Ellis Island
 * To understand how many immigrants experienced arrival, each pair will present their story briefly to the class.
 * Students will be able to ask a question or two of the pairs.
 * Tell the students that each partner should share something from the passage.
 * As the students describe the experiences, I will jot down commonly used words or words of great importance in a Word document. We will use these words to create a Wordle to hang on the wall for the remainder of the unit. It will serve as a brief explanation of the arrival experience.
 * Hand out packet explaining the main immigration legislative actions taken during this time
 * Read aloud with class and explain points as needed
 * Ask the class why they think some of these laws were passed
 * History memory bubbles
 * Have students work with a partner to complete a memory bubble using one of the main laws and focus on what that meant to future immigration
 * Read a few selections of public response to immigrants
 * These will include writings from immigrants, newspapers, anti-immigration associations, and others.
 * Student work time
 * Closure activity: Have students journal what their reaction to immigration would be if they were a local businessman during the early 1900s
 * Present PowerPoint lecture on the settlement patterns of different groups during the years of immigration.
 * Hand out a structured note-taking sheet (Cornell-type with fill-in-the-blanks)
 * Remind students that note-taking is an important skill they will need in later years of high school and especially college, so practice!
 * Ticket-out-the-door: Have the students respond to two questions
 * 1. How did they handle the structured note-taking and lecture?
 * 2. Is there anything you need clarified or want to learn more about?
 * Read one selection from Jacob Riis’s book __The Other Half__(about 2-3 pages)
 * A book that highlights the terrible conditions of tenements.
 * Explain to students that this was a very descriptive book that brought issues up never discussed before.
 * Read selection and think aloud, stopping throughout to highlight important parts.
 * Ask students to volunteer the most surprising or interesting thing they learned from the book.
 * Assign students to small groups of about 3 or 4. Give each group a 2-3 page selection from __The Other Half.__
 * Tell students that as a group they will summarize their selection, highlighting the problems and explain one or two solutions to the problems.
 * This will be written in a T chart on the board.
 * Walk around as students discuss to answer questions and assist as needed
 * Have students pick one group member to present their section to the class and another group member to write a brief summary on the board (problem in the passage, idea)
 * Ask students to brainstorm why these conditions were allowed and why immigrants stayed in them. How do you think they affected immigrants’ lives? Do you think this is what immigrants had in mind when moving to the United States?
 * Read the class a short section from Upton Sinclair’s book __The Jungle__about work conditions for immigrants during the early 1900s.
 * Tell the students to jot down a surprising fact or thought as I read.
 * Ask a few students to share their interesting fact.
 * Ask the students why they think these conditions were allowed or why an immigrant would remain there.
 * Have students read the section of their text regarding immigrant work
 * Provide the students with a guiding note-taking hand out
 * Read the students a section on immigrant and child work
 * Show the section on the board and I read it
 * Have the students write down 2 interesting facts during the section
 * Show a short video clip about child and immigrant labor during the time of industrialization
 * Have the students write down 2 interesting facts in their notes during the video
 * Begin class by asking a few students to share a journal entry they are proud of.
 * Ask students if they have any last questions before completing their journal projects
 * Remind the students that their completed work is due in two days, the same as the test.
 * Ticket-out-the-door activity: Students will each write a question, with the answer, for our review game tomorrow. (Questions should focus more on facts than individuals’ stories)
 * We will play a team Jeopardy-like game (‘Cut throat’)
 * Questions from prior ticket-out-the-door activity and created by me (to cover all bases)
 * Students will be allowed to use their notes during the game and highly encourage to complete their notes throughout the game if needed.
 * After about 45 minutes or so, I will give students the option of continuing the game to review or work on their project
 * The game will continue as long as a few students wish to review, the rest will work or study on their own
 * Hand out test as soon as class begins.
 * Tell the students that they will have one hour to complete the test so watch their time.
 * Keep a minute count on the board for 30, 15 and 5 minutes remaining.
 * Tell the students that this is a closed-book exam so put all books and notes away.
 * Remind students of school-wide cheating policy and my expectations for individual, well-thought out answers.
 * Tell the students that after the test, we will have a discussion to sum up the unit and their journal projects.
 * A few questions to guide closure discussion (and complete the KWL on the board):
 * What is one interesting thing you learned?
 * What is one thing you found surprising during our unit?
 * Is there one journal entry you would like to share with and explain to your classmates?
 * Is anyone interested in learning more about immigration? (Come see me for more info)