History and Social Studies Network

If you need media resources such as video clips, power points, documentaries, I definitely recommend the following resources.

• http://www.digitalhistory.uh.edu
• http://mediathatmattersfest.org
• http://hippocampus.org
• http://www.pptpalooza.net
• http://www.slideshare.net
• https://quizlet.com

Please feel free to discuss how this and/or other resources have been useful to you.

• Achieve the Core Onine lesson planning: http://achievethecore.org/page/969/instructional-practice-guide-list-pg
• LAUSD Interim Assessments and Blueprints: http://achieve.lausd.net/Page/6138

These are some of the more exciting and relevant resources that can often be included almost immediately in your classes.  I would love to assist in how to best facilitate student inquiry and engagement through the use of these or other organizations.

• Stanford History Education Group: http://sheg.stanford.edu
• Deliberating in a Democracy: http://deliberating.org
• Constitutional Rights Foundation: http://crf-usa.org
• Gilder Lehreman Institute of American History: https://www.gilderlehrman.org
• Teaching American History Grant: http://teachingamericanhistory.org/past-programs/tah/
• UCLA National Center for History in the Schools: http://www.nchs.ucla.edu
• LAUSD History and Social Studies site: http://achieve.lausd.net/Page/1097
• LAUSD Common Core Fellowship, Secondary Social Studies: http://achieve.lausd.net/Page/4994
• USC Calis: http://dornsife.usc.edu/calis
• Teacher’s Curriculum Institute: http://www.teachtci.com
• Humanitas
• SpringBoard: http://professionals.collegeboard.com/k-12/prepare/springboard
• History Alive!
• Discovery Education: http://www.discoveryeducation.com
• Facing History: https://www.facinghistory.org
• The Genocide Education Project: http://www.teachgenocide.org
• Street Law: http://www.streetlaw.org/en/home
• History.com: http://www.history.com/shows/classroom
• Teacher Tube: http://www.teachertube.com

In order to plan effectively for the continuum of instruction and deep questions, it is critical to have an inventory of culminating activities.  Please let me know if you would like more information on any of these great tasks.

• Essay
• Speech
• Student Made Documentary
• Spoken Word
• Student made commercial/Public Service Announcement
• Skit
• Mock Trial
• Historical Tribunal
• PPT Presentation
• Recreated Historical Document
• Student made book
• Socratic Seminar
• Philosophical Chairs
• Linked Learning Fair/Night

In order to help in conducting effective lessons, you may want to incorporate graphic organizers that will help students chunk and organize various levels of learning.

• OPTIC:

-Overview: Brief overview of the content of visual.  What is the subject?  What strikes you as interesting, odd, etc?  What is happening?

-Part: Look at each part of the image and note details that seem important.  Who are the figures?  What is the setting and time period?  What symbols are present?

-Title:  How does the title relate to what is portrayed?

-Interrelationships:  How are the different elements related?  How are the parts related both to one another and to the painting/picture as a whole?

-Conclusion:  Form a conclusion about the meaning /theme of the piece.  What is the main idea that the image offers?

• SOAPStonE: Speaker, Occasion, Audience, Purpose, Subject, Tone, Evidence
• Frayer Model Chart
• Four Square Organizer
• PERSIAN
• GRAPES
• Snapshops of History

It is imperative that our students not only learn the content, but also the systems that will assist them in internalizing the material.  These systems eventually become habits that will often benefit them in their long term academic careers as much, or even more, than the content learned in class.  Please feel free to add more this list and create a discussion!

• Calendars
• Flashcards
• Cornell Notes
• Golden Circle
• Interactive Journal
• Student Cohort Study Groups
• Google Docs
• Google Classroom
• Drop Box
• Edmoto

There are many teachers that have inquired about activities that would be useful to support all learners.  There are many others that I would like to share.

• Mind mapping
• Numbered Heads
• Class Barometer
• Quickwrite
• Read to Get the Gist
• Read for Significance
• Annotate the text
• Like Me
• Table Talk
• Choral Reading
• Deconstructing Task Protocol
• Card Sort
• Co-Construct Chart
• Mix-Freeze Pair
• Co-Constructed Chart
• On the Surface and Under the Surface Questions
• Choral reading
• Tableau: Frozen seen created by participants in depict a scene
• Think aloud

Here are some recommended structures to assist in designing lessons that foster student voice and deliberation in the classroom.  Please let me know if you would like me to explain or even model these or any others at your convenience.

• Kagan: Round Robin, Hand Up Stand Up, Elbow Partner, Face Partners, etc.
• Reciprocal Teaching
• Whole Group
• Four Corners
• Station Presentations
• Think Pair Share
• Each One Teach One
• Jigsaw
• Stir the Classroom
• Dance Line
• Opinion Continuum

HSS Menu of Services Brochure

These are some strategies that you may find useful in teaching History and Social Studies.  Strategies are characterized as activities that are comprised of more than one activity and which assist in learning the larger unit and/or theme.

• Essay Writing Process: DBQ, Compare/Contrast, Continuity and Change Over Time, Expository, Argumentative Writing
• 4 Worlds
• Structured Academic Controversy
• Critical Research
• Funds of Knowledge (Using students’ family histories and knowledge base to increase lesson rigor and cognitive engagement)
• SEL (Social Emotional Learning)
• Linked Learning
• Deliberation
• Tiered Vocabulary
• Text Complexity
• Text-dependent questioning
• Student-driven questioning
• Sourcing
• Contextualization
• Corroboration
• Chunking
• Recreate a source
• Reciprocal Teaching
• Mindset Framing
• Emotional/Mental Framing
• Tuning Protocol
• Diffusing language
• Philosophical Chairs
• Literature Circles