Pre-AP Strategies in Social Studies

1. Pre-APStrategies in Social Studies Using Visual Materials Rigor for all

2. Welcome!!!

3. Please sign in… • After signing in take a … • Blue Post Itif 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.

4. 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.

5. 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 addresses dphistory8@aol.com www.strategicteaching.wordpress.com all handouts will be posted on my wordpress blog

6. 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

7. 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?

8. 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

9. 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

10. 1. & - of 2. 3. 4. 5. & + 6. & + Goals-p2 

11. 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

12.  & - of p. 4 • Read “Probing the Problem” 3 minutes • + = I agree • √ = I disagree • y/b = yes, but • ? = I have a question or need clarification

13. Next… • Respond in a quick write fashion to the prompts 1-3 on p. 5 • 5 minutes

14. Share out… • Current activities • Advantages • Challenges

15. 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

16. Section 2 Cartoon Analysis

17. HarpWeek: Cartoon of the Day

18. 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…

19. Cartoon Analysis • Time • Action • Caption • Objects • Summary

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

21. Thesis • Address all parts of the prompt • Takes a clear position • Provide categories • For investigation • For analysis • For explanation Google Image Result for http://www.historyteacher.net/images/TeaLadies.JPG

22. 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?

23. How to analyze a prompt.. 1. • Underline the directive words • Circle the content words 2.

24. 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.

25. 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

26. 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)

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

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

29. … your copy of this editorial cartoon.

31. Section 3 Chart and Graph Analysis

32. 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

33. LUKCAS Label Units Key Content Assumption/Attitudes Summary

34. 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

35. A Variation • Attribute chart From: Content Area Reading And Literacy, ALvermann, Phelps, & Ridgeway.

36. 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

37. Break Time • As you return read Probing the Problem for Section 4 on p16

39. Section 4 Photograph Analysis How do you currently integrate photography into your lessons?

40. Posers People Objects Setting Engagement Relationships Summary

41. Use Posers • To analyze either • The photo on p. 17 or… • the photo on your table. • Create a group chart of your analysis

42. Why so much collaboration? …because we remember… 50% of what we see, hear, and say. 70% of what we discuss. 30% of what we see. 90% of what they do. 20% of what we hear. 90% of what they say as they do a thing 10% of what we read.

43. Variations-developing historical perspective • Tableaus • I Am Poems • Flip book • Apply to film/documentary clips • Other ideas?

44. Tableaus • 3 Volunteers to take a perspective

45. ellis01

46. Break Time-5 minutes to stretch!

47. Section 5 Constructing Written Passages from Two (or more) Visual Sources Extending the power of visuals by incorporating writing

48. 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.

49. 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

50. 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?