Virginia Studies

1. Virginia Studies History and Social Science Fall Institute 2016

2. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

3. Questions to Ask During Planning Essential Components in Planning an Effective Lesson using the 2015 History and Social Science Standards of Learning • What do students need to know and understand by the end of this lesson? • What do students need to do during this lesson? • Which historical thinking skills are best suited for this standard? • What other content material should be added to provide historical context and richness to the lesson in order to maximize student understanding of the standard? • What student learning experiences would be most effective during this lesson? • How can I check for understanding effectively and accurately to measure the students’ content knowledge and historical thinking skills?

4. It starts with the . . .

6. 2015 SOL Skill Progression 

7. 2015 SOL Skill Progression  2008 Standards: Understand content 2015 Standards: Understand content by applying the skill. Skills are aligned with English Standards

8. Experiences for Essential Skills What are Experiences?

9. Experiences • Bring attention to the Experiences and describe what they are and how they can be used. • Provide teachers with “experiences” and give them an opportunity to: • discuss what they are and how they can be used; and • develop their own to share with the group.

10. The experiences should be – engaging, rigorous with higher level thinking questions, relevant (connecting time periods, places, and events to the present day).

11. Experiences Are . . . Are NOT. . . • Engaging- promoting discussion, collaboration, and understanding • Opportunities to practice social science skills using various content • Varied throughout the lesson to help students make connections • Worksheets • Specific to one Standard, topic, or course

12. How can Virginia Studies history & social scienceskills be incorporated into standards-based lessons?

13. Good practice Use of aim/objective to give students a concrete goal for the lesson. “By the end of class/end of unit/etc., you should be able to…”

14. Today we will . . . Practice strategies to incorporate new standards-based skills into daily lessons to teach and check for understanding of content

15. Today’s Learning Opportunities • Continue to build an awareness of changes in the new Standards of Learning for History & Social Sciences for Virginia Studies • Become familiar with skills related to Standard 1 • Explore and model strategies and learning experiences that will promote rigorous social studies instruction

16. Today’s Working Norms Be engaged Be open to new ideas Limit sidebar conversations Laptop/Cell phone use

17. Grounding:Who Are We? Introduce yourself to a shoulder partner • Name, position, school/location you teach • What is your favorite unit/topic to teach in Virginia Studies? Why? New Nation Geography Reconstruction Colonial Virginia Civil War 20th Century/Civil Rights Woodland Indians/ Jamestown American Revolution

18. Virginia Studies:Let’s Dig Deeper

19. Virginia Studies:Let’s Dig Deeper Code Your Thinking: ! - Important ? - Question * - I knew that Take a moment to become familiar with the Crosswalk (changes, additions, deletions)

20. Social Studies Instruction should…

21. Standard 1: Skills Take a moment to become familiar with the new Standard 1: SKILLS Which of these skills are tied directly to literacy?

22. What might these skills look like embedded within our content?

23. Let’s Explore:Rigorous Social Studies Learning Experiences

24. What are these experiences teachers are to provide for the students? The experiences should be – engaging, rigorous with higher level thinking questions, relevant (connecting time periods, places, and events to the present day).

25. How do I plan for these experiences? • When planning for these experiences you should think about how we learn about the past. • Asking questions. • Gathering the sources, organize them, and evaluate the evidence in the sources. • Drawing conclusions that are supported by the evidence in the sources.

26. Geography

27. This Learning Experience will focus on the following skills (standard 1):VS.1b- applying geographic skillsVS.1c – organizing information

28. Map It Out! Take 1 minute and draw a map of Virginia (from memory). Compare your map to your partner’s map to find similarities and differences.

29. Map It Out! Think about the Virginia Studies standards for geography. What is missing? Revise Your Map! You have 1 minute to add additional content to your map. Find a new friend! Compare your map and discuss similarities and differences.

30. Map It Out!

31. Mapping Virginia by Heart These maps can be used throughout the year to help students apply geography skills. Great Idea! Student maps can be kept by the teacher and each time a new skill is taught, students draw a new map including new information. Different layers can be added to the map to help organize the content.

32. More Ideas for Mapping It! Use as beginning of unit pre-assessment, on-going formative or end of unit summative assessment Students can include: Bordering States Bodies of Water Regions Characteristics of each region Rivers Battles Jamestown Capitals Any other ideas?

33. Extension Ideas Cause and Effect Have students use their maps to determine cause and effect relationships. Some examples might be: • The Coastal Plain manufactures ships because ________________. • Englishmen settled in Jamestown because ___________________. • The Blue Ridge Mountains are important to Virginia rivers because _______________. • The capital moved to Williamsburg (Richmond) because ____________. • Settlers crossed through the Cumberland Gap because ______________. • West Virginia was formed because ______________. Students could make a T-chart at the bottom of their map to label the cause and effect relationships

34. Virginia Has NeighborsUsing Google Earth

35. Virginia Has NeighborsUsing Google Earth • Using Google Earth do a search for Virginia and project the image for students to see. Using relative location terms, ask students: • Which state(s) is above Virginia? (Maryland, part of West Virginia) • Which state is directly below Virginia? (North Carolina) • Which state(s) is next to Virginia? (Kentucky, West Virginia) • Which state is also belowus? (Tennessee)

36. Virginia Has NeighborsUsing Google Earth • Extend student thinking by connecting relative location to cardinal and intermediatedirections: • Maryland is north/northeast of Virginia • West Virginia is northwest of Virginia • North Carolina is south of Virginia • Kentucky is west of Virginia • Tennessee is southwest of Virginia Label on Virginia Map

37. Extension IdeasUsing Google Earth • Working in pairs using Google Earth, search for Virginia and explore various landmarks (marked by icons) in Virginia. • Have students find at least one important/interesting landmark in Virginia that is located near a bordering state. For example, Manassas National Battlefield Park is located near Maryland (south of MD). • Have students plot each landmark they find on the map, in its correct location. • Encourage students to look at the pictures and descriptions of each landmark they place on their map to share these with larger groups or the whole class.

38. Sharing Our Expertise

39. History Image source: Jennifer L. Brown, Fairfax County Public Schools

40. This Learning Experience will focus on the following skills (standard 1):VS.1a- using information sourcesVS.1d- demonstrate critical thinkingVS.1g- making connections

41. Gallery Walk A discussion technique allowing engagement and collaboration throughout the class setting.

42. Take a ‘Gallery Walk’ Pictures tell a story…. What story might these images tell?

43. Take a ‘Gallery Walk’ Feel free to place a “jot thought” on a post-it if you would like to share acomment or feeling you have about an image! As you look at each image: • Make observations (What do you see or notice?) • Ask questions (I wonder….?) • Make inferences (I’m thinking this might be______)

44. Prince Edward Public Schools segregated http://crdl.usg.edu/export/html/loc/evenhand/crdl_loc_evenhand_br0203as.html?Welcome

45. Prince Edward Public Schools segregated • Prince Edward, Virginia---The Heart of Virginia • In 1951, public schools across America were segregated. Black students attended different school than white children.

46. Robert Russa Moton High School in Prince Edward Virginia segregated African American School - 1951 http://www.encyclopediavirginia.org/media_player?mets_filename=evm00001062mets.xml

47. Robert Russa Moton High School in Prince Edward Virginia segregated African American School – 1951 This is Robert RussaMoton High School in Prince Edward Virginia. It was the public high school that educated Black/Colored students. The school was built using boards with tar paper covering them. It could legally hold 180 students but actually housed more than 400 students. The school did not have a gym, cafeteria, or science labs. It was a basic building with limited equipment. The Moton High School consisted of tar paper shacks with outdated learning materials, outdoor bathrooms, and inadequate heating during the winter months. 

48. Prince Edward County Public Schools • segregated white school

49. Prince Edward High School building for Whites 1951 https://www.archives.gov/files/education/lessons/davis-case/images/davis-exhibit-1.gif

50. Prince Edward High School Building for Whites 1951Prince Edward County Public High school for white students is pictured above. It was a brick building that also had a gym, cafeteria, and science labs. The building facilities were more modern than those of Robert Russa Moton High School. https://www.archives.gov/files/education/lessons/davis-case/images/davis-exhibit-1.gif