PRE-APSTRATEGIES IN SOCIAL STUDIES

Using Visual Materials

Rigor for all

WELCOME!!!

Please sign in…

After signing in take a … Blue Post It if you teach grades 6-8. Yellow Post It if you teach grades 9-12. Pink Post It if you fit into a different category.

Administrator, curriculum resource, etc. Write your name and the grade level(s) you

teach on the Post It Place your Post It on the AP/Pre AP Vertical

Team Awareness Continuum.

As you find your seat…

Take a piece of cardstock and fold it in half (landscape…the long way)

On one side put your name Write large so I can easily read it

On the other side create a visual for each of the following prompts. A success of the past year A challenge of the last year One thing you want to do this summer.

Introductions

Darlene Pope Jefferson Middle School, San Gabriel (CA) 35 yrs experience Trainer for College Board, San Gabriel

Unified, BTSA, & AVID (local and national); GEAR UP, AVID Coordinator & Elective teacher, HSS Department Chair

E-mail addressesdphistory8@aol.comwww.strategicteaching.wordpress.com

all handouts will be posted on my wordpress blog

Introductions… in table group take turns introducing yourself groups by sharing…

Your name Where and what you teach Years in Education Your experience with Pre-AP, AP, or VT One success and one challenge you face

this year… Your hope for today

Norms

Cell phones off or on vibrate. Step out side if you must answer your phone. Limit side bar conversations. There are scheduled breaks, however if you

need to step out for any reason, please do so respectfully.

Honor other’s viewpoints and experiences. Other norms you would like to add?

Goals

Evaluate the benefits and obstacles of using visual materials

Examine and apply visual analysis techniques

Use these techniques to improve students’ thinking and writing

Visual sources are often underutilized

Yet these sources… Can enhance student writing and

thinking Stimulate inquiry Are critical for success in rigorous

classes (AP) and college Are essential skills in an increasingly

visual world

Goals-p21. & - of

2.

3.

4.

5. & +

6. & +

Agenda p. ii

Pros & cons of visuals Cartoons Break Charts/graphs Photographs Lunch Using visuals to think about and construct

written passages Using contrasting visuals to think about

and construct written passages

& - of p. 4

Read “Probing the Problem” 3 minutes + = I agree √ = I disagree y/b = yes, but ? = I have a question or need clarification

Next…

Respond in a quick write fashion to the prompts 1-3 on p. 5

5 minutes

Share out…

Current activities Advantages Challenges

Silent Conversation

Now find 2 partners Switch workbooks to the right Use post its to respond to

one or two of the responses

in the book you received. Initial your comments Pass to the right again and repeat. Return book to original owner. Read the

comments

SECTION 2

Cartoon Analysis

HarpWeek: Cartoon of the Day

Probing the Problem

What are the challenges and benefits of using cartoons in a social studies/history classroom?

Read and respond to this prompt as you read p.6 Use Post Its or write on the text.

Share one of your responses…

Cartoon Analysis

Time Action Caption Objects Summary

“A Society of Patriotic Ladies” Fleet Street (a London Magazine) 1775

Thesis

Address all parts of the prompt Takes a clear position Provide categories

For investigation For analysis For explanationGoogle Image Result for

http://www.historyteacher.net/images/TeaLadies.JPG

In groups of 3-4

Create a thesis statement based on this question…

Although women did not have equality with men in the late 18th to early 19th century, the Revolutionary War helped to influence some of the early ideas of the feminist movement. What were some of their arguments for equality, and in what ways did they try to move toward it?

How to analyze a prompt..

1. Underline the

directive words Circle the content

words

2.do what

Although women did not have equality with men in the late 18th to early 19th century, the Revolutionary War helped to influence some of the early ideas of the feminist movement. What were some of their arguments for equality, and in what ways did they try to move toward it?

Use the documents and your knowledge of the period from 1775 to 1825 to answer the question.

Now… See if you can identify the parts of a

thesis statement in your response Try switching with another group.

Identify the parts of an effective thesis statement.

A suggestion. Collect thesis statements and have

students id the parts Simple way to get students to write

effective theses

Other approaches

What do you see and what does it tell you? Good as an introductory activity Can be used with any visual Works well with Costa’s levels of inquiry

OPTICS For any visual Advantage-can be easily utilized on a test

(only 1 acronym to remember)

OPTICS

O = Overview P = Parts T = Title (if not title is given…create one) I = Interrelationships C = Conclusion S = Significance (optional)

http://www.latinamericanstudies.org/immigration/looking-backward.jpg

… your copy of this editorial cartoon.

SECTION 3

Chart and Graph Analysis

Probing the Problem p. 11

Take a few minutes to read p11 Also jot down on the bottom of the page

How often and in what manner you use charts and graphs in your classroom

What challenges they present to you or your students

LUKCAS

Label

Units

Key

Content

Assumption/Attitudes

Summary

Now… in your table groups

Use Lukcas to analyze the graph on p. 12

Respond to questions 1-7 in your manual (pp13-14)

Record your group’s responses to questions 8 & 9 on a pieces of chart paper

Share out to other groups

A Variation

Attribute chart

From: Content Area Reading And Literacy, ALvermann, Phelps, & Ridgeway.

Name 1 Name 2

Attribute 1

Attribute 2

Attribute 3

Another Variation

Making generalizations For each chart or graph

make a statement Support that statement with 2 facts

Make 2-3 generalizations about the group of charts/graphs Support your generalization with facts from

several different charts/graphs

Break Time

As you return read Probing the Problem for Section 4 on p16

SECTION 4

Photograph AnalysisHow do you currently integrate photography into your lessons?

Posers

People

Objects

Setting

Engagement

Relationships

Summary

Use Posers

To analyze either The photo on p. 17 or… the photo on your table.

Create a group chart of your analysis

Why so much collaboration? …because we remember…

10% of what we read.

20% of what we hear.

30% of what we see.

50% of what we

see, hear, and say.

70% of what we discuss.

90% of what they do.

90% of what they say as they do a

thing

Variations-developing historical perspective

Tableaus I Am Poems Flip book Apply to film/documentary clips Other ideas?

Tableaus

3 Volunteers to take a perspective

ellis01

Break Time-5 minutes to stretch!

SECTION 5

Constructing Written Passages from Two (or more) Visual Sources

Extending the power of visuals by incorporating writing

Expanding on what we have learned steps 1-6 on pp

Use TACOS to evaluate each cartoon on pp 25-26.

Create a poster to record your answers to questions 1-5 on pp 23, 24

Also brainstorm your prior knowledge for #6 on p. 27.

Be prepared to share… Your findings Where you struggled What challenges your students might face.

Now let’s go one step further. In your group create a prompt based on

the visuals and your prior knowledge. Step 7

Switch prompts with another group and create a thesis statement as well as an introductory paragraph that responds to the prompt. Steps 8-10. Write your group’s response on a poster

Reflect…

How might you use this in your classroom?

What scaffolding would your students need?

What content would you use? Which visuals would work?

Don’t forget the visuals in your text book How could you link them together?

SECTION 6Conflicting visuals

Take a moment to read and respond to the “Probing the Problem” section on p. 29

What strategies or activities do you currently use to encourage students to.. Consider opposing viewpoints Grapple with conflicting content

As we work through this final activity…

What difficulties do students encounter? What are some possible solutions…

Now choose…

To use the visuals on pages 32,33,43 You may also use the Thomas Nast cartoon

handout… The immigration visuals…

Complete the steps…

On 30, 31, 34, & 35…

Share out…

Share your responses Share an idea for application Share a difficulty your students might

face in doing this type of activity. How could you scaffold this type of

activity for Struggling students Advanced students

Application

Consider your content area The needs of your student population

Pick three times to use some of the ideas/strategies you learned today.

Complete the implementation guide.

Choose 2 visuals Two are included on pages

25-26 Or you may choose to use the

immigration chart, photo and the following graphic

Analyze each one using any of the strategies introduced

Complete question 6What other information do you know about

this topic and this time period? Create an essay prompt that could be

answered using these visuals. First consider the type of question that they

address

For each visual Write a summary statement and an analysis

of the visual/document that includes some/all of the following Evaluating the reliability, validity, and accuracy of

the source Identifying the point of view of the source Comparing/contrasting different interpretations of

an event Using accurate evidence to construct support Creating inferences about sources

One way to scaffold this process

Cite Summary Quote (describe an element of the

visual) Analysis

And another way…Create a chart… To what extent was the US a land of opportunity for immigrants arriving in the 19th and early 20th centuries?

US was land of opportunity

US was not land of opportunity

economic

political

social

Review the analysis of each visual/document …

Then create a thesis statement Addresses all parts of the questions Takes a position Sets up categories

Categories translate into body paragraphs.

Reflection & Evaluation

Remember copies of

handouts and student

samples are available at

www.strategicteaching.com

Final questions, thoughts?

Contact info Darlene Pope DPHistory8@aol.com Please complete evaluations before

leaving Meeting Code:301076201 Consultant Code:3077 Session Code:01

Identify the 4 faces lookingto the left…You have 14 seconds…a task given to newimmigrants when they arrived at Ellis Island.