Social Studies Curriculum for High-Ability Learners

1. To insert your company logo on this slide • From the Insert Menu • Select “Picture” • Locate your logo file • Click OK • To resize the logo • Click anywhere inside the logo. The boxes that appear outside the logo are known as “resize handles.” • Use these to resize the object. • If you hold down the shift key before using the resize handles, you will maintain the proportions of the object you wish to resize. 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

2. 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

3. 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

4. The Integrated Curriculum Model Process-Product Dimension Advanced Content Dimension Issues/Themes Dimension - VanTassel-Baska, 1986 Center for Gifted Education The College of William and Mary

5. 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

6. Social Studies Curriculum Framework The Social/Historical Context Concept Reasoning Process Understanding Systems, Cause and Effect Using Social Science Processes Research Content Document Analysis Government Learning Social Studies Content and Habits of Mind History Geography Economics Center for Gifted Education The College of William and Mary

7. 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

8. 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

9. 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

10. 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

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

12. Sample Social Science Concepts Center for Gifted Education The College of William and Mary

13. Concepts from The Syntopicon Aristocracy Honor Progress Astronomy Immortality Reasoning Beauty Infinity Religion BeingJudgment 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 Western World. Chicago: Encyclopedia Britannica. Center for Gifted Education The College of William and Mary

14. Concept Development • List examples. • Categorize. • List non-examples. • Generalize. Center for Gifted Education The College of William and Mary

15. Analyzing a System Boundaries Elements Inputs Outputs Interactions Center for Gifted Education The College of William and Mary, 2009

16. Systems Model Center for Gifted Education The College of William and Mary

17. 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

18. Cause and Effect Model Center for Gifted Education The College of William and Mary

19. 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

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

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

22. 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 Dagwood Model Center for Gifted Education The College of William and Mary

23. 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

24. Reasoning Center for Gifted Education The College of William and Mary

25. Purpose/ Goal Point of View Assumptions Evidence/ Data Issue/ Problem Inferences Concepts/ Ideas Implications/ Consequences Elements of Reasoning -- Paul, 1992 Center for Gifted Education The College of William and Mary

26. 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

27. 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

28. 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

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

30. 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

31. 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

32. 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

33. 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

34. 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

35. Research Model Center for Gifted Education The College of William and Mary

36. 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

37. 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

38. 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

39. 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

40. 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