Stage 1 Desired Results
Parkway 11/4/14 Social Studies Workshop
Engaging Students as Social Scientists: “Are We Entering a New Cold War?”
Established Goals / Understanding
G –
Mission related:
Literate and critical consumers of information and ideas
Creative, thoughtful, and effective problem-solvers
Always seeking to understand the views, values, and cultures of others
Habits of Mind:
Thinking flexibly
Thinking about thinking
Applying past knowledge to new situations
Process Standards:
1.2 Conduct research to evaluate information and ideas
1.5 Comprehend and evaluate written, visual, or oral presentations and works
1.7 Evaluate the accuracy of information and the reliability of its sources
1.8 Organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation
3.6 Examine problems and proposed solutions from multiple perspectives / U UNDERSTANDINGS
Teachers will understand that…
Creating informed citizen activists is a direct expression of Parkway’s mission and vision and occurs in part skilled use of historical thinking skills
Opportunities for students to practice thinking like a social scientist are empowered by:
·  systematic use of different lenses (historical, geographical, economic) to surface relevant facets of complex issues
·  explicit emphasis on valued historical thinking strategies
·  a “problem-based” approach to valued content
·  interactive lecture coupled with explicit structures for note-taking are one powerful way to engage students in valued course content. / T TRANSFER
Teachers will be able to…
Design an inquiry-based unit to help students acquire priority content from multiple perspectives using the historical thinking skills of discerning continuity and change over time, so that they know to build a complex understanding of the way the past impacts the present .
Essential Question(s)
Q
Content:
Why should we care about the Cold War today?
How is using the historical thinking skill of discerning continuity and change over time helpful for understanding the impact of the Cold War on the present?
Process:
How can the intentional use of different disciplinary lenses help students to find and understand key facets of complex issues?
How are interactive lectures and a systematic approach to note-taking a powerful pairing for engaging students in important social studies content?
How can problem-based approaches to social studies be helpful in engaging students in content and developing their abilities to think like social scientists?
Knowledge and Skill
K Teachers will know…
Content knowledge about the Cold War from the perspective of economics, geography and history to supplement that available in the textbooks in current use for Government, Modern US History, Honors Modern US History, and World History courses in Parkway.
Where to access 6 - 8 primary documents related to the Cold War that reflect key economic, geographic, and historical aspects of the era.
The structure of the Interactive Lecture
An effective note-taking strategy
A model for designing problem-based learning using historical inquiry / S Teachers will be skilled at helping students address the following content literacy skills:
RI.1. 9 – 10: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RI.1.11 – 12: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Use the historical thinking skill of observing and describing continuity and change over time.
Stage 2: Assessment Evidence
Performance Tasks:
Unit Plan on the Cold War / Other Evidence: Concept Map of the Cold War
Stage 3: Learning Plan
Teachers are assigned to one of three groups Blue – Green – Red.
Session #1 8:15 – 8:45 / Session #2 8:50 – 9:20 / Session #3 9:30 – 10:00
Blue / History / Geography / Economics
Green / Economics / History / Geography
Red / Geography / Economics / History
Possible Timeline:
8:00 – 8:10 Welcome, introductions, and orientation to the work of the morning in the Social Studies Commons @ CH (Alden and Becky)
8:10 – 8:15 Transition to Session #1 (Maryville professors and Parkway teacher co-facilitators)
8:15 – 8:45 Session #1
8:45 – 8:50 Transition to Session #2 (Maryville professors and Parkway teacher co-facilitators)
8:50 – 9:20 Session # 2
9:20 – 9:30 Break
9:30 – 10:00 Session #3
10:00 - 10:45: Remain in session #3 for application-of-learning to the creation of a unit plan featuring the use of the historical thinking skill “Identifying continuity and change over time” with primary documents associated with the Cold War for the relevant courses. Identify a spokesperson to share ideas from each rotating group with the large group.
10:45 – 10:50: Transition to Social Studies Commons
10:50 – 11:00: Conclusion (Alden, Becky, Small Group Spokespersons report out)
Sessions:
Teachers will be organized in groups by course preference: Modern US, World History, or Government. Within the small groups, teachers will be organized in cross-school teams of four. (Becky and Alden will develop a structured process to guide teachers’ interactions with lecture content, textbook content, current world issues, primary docs, and application of historical thinking skills.)
History Lesson featuring interactive lecture linking key aspects of the Cold War that may not be heavily emphasized in students’ current textbooks to current world issues; active note-taking; introduction to relevant primary documents; and application of the historical thinking skills of continuity and change over time.
Geography Lesson featuring interactive lecture linking the Cold War that may not be heavily emphasized in students’ current textbooks to current world issues; active note-taking; introduction to relevant primary documents; and application of the historical thinking skill of continuity and change over time.
Economic Lesson featuring interactive lecture linking the Cold War to current world issues, active note-taking, introduction to relevant primary documents; and application of the historical thinking skill of continuity and change over time.
Tasks: (need input)
1. Teachers will take notes on key content shared by the Maryville faculty members to help them address the essential question: “Are we entering a new Cold War?”
2. With each rotation, teachers will use the historical thinking skill of detecting continuity and change over time to analyze a primary document and develop a concept map reflecting the different lenses presented on the Cold War.
3. Using lecture notes, textbook content, the concept map, primary documents, and a UbD-based Historical Investigation template, teachers will create a to create a unit of study on the Cold War.
Resources
Digital access to sections related to the Cold War from four Parkway social studies texts.
Lesh, D. (2011). Why Don’t You Just Tell Us the Answer? Teaching Historical Thinking in Grades 7 – 12.
Silver, H.F., Dewing, R.T., & Perini, M.J. (2012) The Core Six: Essential Strategies for Achieving Excellence with the Common Core.
Alexandria, VA: ASCD.
Silver, H.F. & Perini, M.J. (2010). The Interactive Lecture: How to Engage Students, Build Memory, and Deepen Comprehension.
Alexandria, VA: Association for Supervision and Curriculum Development.