Social Studies Curriculum Guide

Grades 1 – 8

Part Two:

Effective Social Studies Instruction

Social Studies and Developing Student Literacy

Lesson Plan Template/Sample Lesson

Recommended Resources for Teachers

VSC Topic Lines, Indicators, andObjectives, by Grade Level

Effective Social Studies Instruction

The curriculum standards and sample tasks presented in this document are designed to assure excellence in social studies instruction in Baltimore City Public Schools. All efforts that drove completion of the document were based upon the National Council for the Social Studies official position statement, “A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy,” published in the September, 1993 issue of Social Education, as well as the NCSS Curriculum Standards for Social Studies.

NCSS identifies and describes five principles of teaching and learning that must form the basis for all social studies instruction in grades K through 12.[1] Those principles are:

  1. Social studies teaching and learning are powerful when they are meaningful;
  2. Social studies teaching and learning are powerful when they are integrative;
  3. Social studies teaching and learning are powerful when they are value-based;
  4. Social studies teaching and learning are powerful when they are challenging; and
  5. Social studies teaching and learning are powerful when they are active.

Effective social studies instruction is based upon effective planning. Below is a checklist teachers can use when designing social studies lessons. In an exemplary lesson, EACH of the questions below can be answered in the affirmative:

  1. Is the lesson primarily pupil centered so that the students have been given responsibility for their own learning?
  2. Has the teacher planned ways to assess learning AS it is taking place?
  3. Have expectations been communicated to the students BEFORE they begin working?
  4. Does the lesson develop skills that are unique to social studies, such as map reading, primary source interpretation, political cartoon analysis, historical investigation, etc. (See VSC Standard #6)
  5. Has the lesson been planned according to specific MSDE content and skills standards?
  6. Does the lesson require students to activate higher level thinking skills?
  7. Does the lesson recognize HOW students learn, by catering to multiple intelligences, and by containing cross curricular reading and writing strategies?
  8. Is the content of the lesson placed in CONTEXT with material that is meaningful to the students?
  9. Does the lesson present the students with open ended questions that can be discussed and debated?
  10. Does the classroom environment reflect the students’ stake in their own learning?

Social Studies and the Development of Student Literacy Skills

A.Designing a Reading Mini-Lesson for Social Studies, Grades 3-8

Before diving into any social studies informational text, consider spending ten minutes or more explicitly instructing students in one of the strategies to support student reading. It also is best practice for teachers to incorporate one or more of these strategies during the lesson, such as teacher think aloud. When crafting your reading mini-lesson, consider the anatomy of how the mini-lesson can fit with your social studies objectives.

Explicit Teaching:

Take a few minutes to explicitly teach an informational reading objective prior to releasing students to read a text. Introduce the strategy with a process chart. This can be created prior to the lesson or with students, depending on student ability level or objective difficulty. The process chart can then be hung in the classroom and referred to throughout the year and prior to the Maryland School Assessment.

Questions to ask yourself:

Why this particular lesson now?

What lesson will you teach next?

How does this explicitly connect to the VSC?

How are you using the vocabulary from the VSC? How are you helping students to understand this vocabulary?

Why did you select this piece of text? Does the strategy fit the text?

Shared Reading/Guided Practice:

This is the section of the lesson when students should all have their eyes on the text as the teacher leads them in practicing the strategy. (Students can either have their own copy or it can be on the overhead.) The teacher invites students to practice with the strategy and correct misconceptions. Only the teacher should read the text (no round robin or other student-reading strategies.) Teachers should refer back to their process chart.

Questions to ask yourself:

How are you equalizing participation?

How do you know if students understand at this stage in the activity?

How did you select your text for student practice? Does it fit with the objective you are teaching?

What graphic organizer are you using?

Independent Practice:

This is the opportunity for students to practice independently with the skill. Although the Social Studies standard is your primary objective, provide an opportunity for students to practice the reading skill in tandem with the content skill using a graphic organizer. Be prepared to differentiate the reading material based on your individual students reading abilities. As students read independently, circulate and conference with students on the content and the reading skill.

Questions to ask yourself:

How do you approach your conferences with students?

How are you making sure that all students are reading appropriate texts?

What setbacks are you experiencing?

Sharing

As a summary at the end of the lesson, be sure to go back and debrief not only the desired content, but the informational reading skill. Use an exit ticket or simply refer back to the process chart to cement the learning for the day.

B.Ideas for Effective Informational Reading Mini-Lessons, Grades 3-8

This guide highlights the VSC informational reading standards that are particularly relevant to Social Studies instruction. Each standard is taken directly from the VSC’s PreK-8 Reading Standards.

1. Primary vs. Secondary Sources

Relevant VSC Informational Reading Objectives:

3/4/5/6.2.A.1.a:Read, use, and identify the characteristics of nonfiction materials

to gain information and content knowledge

7/8.2.A.1.a.:Read, use, and identify the characteristics of primary and secondary sources of academic information

Suggestions for Instruction:

  • Consider teaching the acronym SOAP to help students to initially enter into the primary text.

S: Source type (letter, government document, artifact, etc.)

O: Occasion: What historical events prompted the creation of the

artifact?

A: Audience: Who was the artifact intended for?

P: Purpose: What was the purpose?

  • Teach the differences between the sources and how historians use them.

2. How do text features contribute to the main idea?

Relevant VSC Informational Reading Indicators:

3/4/5/6.2.A.2:Identify and use text features to facilitate understanding of informational texts

7/8.2.A.2:Analyze text features to facilitate and extend understanding of informational texts

Examples of text features:

Print Features / Graphic Aids / Informational Aids / Organizational Aids
Large bold print
Font size/type
Colored print
Italics
Quotation marks
Underlining / Illustrations
Photographs
Drawings
Sketches
Cartoons
Maps (key, scale, legend)
Graphs
Charts/tables
Diagrams
Illustrations
Photographs
Drawings
Sketches
Cartoons
Maps (key, scale, legend)
Graphs
Charts/tables
Diagrams / Introductions and overviews
Materials lists
Timelines
Captions/Labels
Glossed words
Numbered steps
Bulleted lists
Footnoted words
Pronunciation key
Transition words
End notes
Works cited / Titles, chapter titles, and subtitles
Headings, subheadings
Tables of contents
Numbered steps
Glossaries
Indices
Transition words
→Identify and explain the contributions of text features to supporting the main idea of the text

Suggestions for instruction:

  • Point out these features and aids whenever possible.
  • Use the specified vocabulary of the standards.
  • Connect how these features and aids enhance meaning.
  • Explain why the author chose to include this map (diagram, illustration, photograph, etc.)
  • Describe how the chapter title fits with the main idea.
  • Explain how the words in italics are important for understanding the main idea

3. How does the author’s choice of organizational pattern reinforce the text’s main message?

Relevant VSC Informational Reading Indicators:

3/4/5/6.2.A.3:Develop knowledge of organizational structure of informational

text to understand what is read

7/8.2.A.3:Apply knowledge of organizational patterns of informational text to facilitate understanding and analysis

Text Pattern / Definition / Key Words
Sequential and Chronological Order / Present ideas or events in the order that they happen / First, second, before, after, finally, then/next, earlier, later, last
Cause/Effect / Provide explanations or reasons for phenomena / Because, since, thus, so that, if…then, therefore, nevertheless, due to, this led to, as a result, then…so, for this reason, on account of, consequently
Problem and Solution / Identify problems and pose solutions / Propose, conclude, a solution, the problem or the question, research shows, the evidence is, a reason for
Description / Use language to help the reader form images or visualize processes / Descriptive details—words like: on, over, beyond, within
Descriptive adjectives
Similarities and Differences / Discuss two ideas, events, or phenomena, showing how they are similar and different / While, yet/but, rather, most, either, like and unlike, same/as opposed to, as well as, likewise, on the other hand, although, the same, similarly, opposes

From Guiding Readers and Writers: Grades 3-6, Fountas and Pinnell.

Suggestions for Instruction:

  • Have the students identify the organizational pattern of the text.
  • Engage the students in evaluating if the organizational pattern is effective in presenting the information.
  • Discuss with students why the author selected to arrange the text in this organizational pattern.
  • Have the students explain how the organizational pattern helps to clarify the main ideas presented.
  • See if students can analyze shifts in organizational patterns and why the author selects to shift patterns.

4. What is the author’s purpose in writing this text? Who is meant to read this text?

Relevant VSC Informational Reading Objectives:

3/4/5/6/7.2.A.4.a:Identify and explain the author’s/text’s purpose and intended audience

8.2.A.4.a.:Analyze the author’s/text’s purpose and intended audience.

Suggestions for Instruction:

Have Students Complete a Process Chart

  • Read the text and ask yourself, “Is the author trying to inform, persuade or explain?”
  • Identify words or phrases that support your thinking.
  • What is the author trying to inform you about, persuade you to do or explain how to do something?

How do words or phrases from the text show the author’s perspective?

Relevant VSC Informational Reading Objectives:

3/4/5/6.2.A.4.b:Identify and explain the author’s opinion

7.2.A.4.b:Identify and explain the author’s argument, viewpoint, or

perspective

8.2.A.4.b:Analyze the author’s argument, viewpoint, or perspective

5. How do you determine the main idea of the text?

Relevant VSC Informational Reading Objectives:

3/4/5/6/78.2.A.4.c: State and support main ideas and messages

6. How do you effectively summarize a text?

Relevant VSC Informational Reading Objectives:

3/4/5/6/7/8.2.A.4.d.: Summarize or paraphrase

Suggestions for Instruction:

  • Teach the difference between summarizing the most important facts or information and simply re-telling the story.
  • Help students to differentiate between relevant and irrelevant information to include in the summary.

7. What information is not essential to the main idea?

Relevant VSC Informational Reading Objectives:

3/4/5/6/78.2.A.4.e: Identify and explain information not related to the main idea

8. How do the main ideas or author’s argument in these two (or more texts) relate to each other?

Relevant VSC Informational Reading Objectives:

3/4/5.2.A.4.f:Identify and explain relationships between and among ideas

6/7.2.A.4.f:Explain relationships between and among ideas

8.2.A.4.f:Analyze relationships between and among ideas

9. How can you synthesize the main idea or author’s message in these texts?

Relevant VSC Informational Reading Objectives:

3/4/5.2.A.4.gDraw conclusions and inferences to make generalizations and

predictions from text

6/7/8.2.A.4.g:Synthesize ideas from text

10. How might someone use the information or arguments in this text?

Relevant VSC Informational Reading Objectives:

3/4/5/6/7.2.A.4.h:Distinguish between a fact and an opinion

8.2.A.4.h:Explain the implications of the text or how someone might use the

text

11. How does the information or message in this text connect with other ideas that you have read about or experienced?

Relevant VSC Informational Reading Objectives:

3/4/5/6/7.2.A.4.j:Connect the text to prior knowledge or experience

8.2.A.4.i:Connect the text to prior knowledge or experience

12. How does the author use words and phrases to communicate his/her opinion?

Relevant VSC Informational Reading Indicators:

3/4/5.2.A.5:Identify and explain the author’s use of language

6/7/8.3.A.5:Analyze purposeful use of language

Suggestions for Instruction:

  • Have the students consider the repetition of words or phrases, word choice, and the overall author’s style (informational, persuasive, formal, informal, etc.)

13. Did the author achieve his/her purpose in writing this text?

Relevant VSC Informational Reading Objectives:

3/4/5/6.2.A.6.a:Explain whether the text fulfills the reading purpose

8.2.A.6.a.:Analyze the extent to which the text or texts fulfill the reading

purpose

14. How does the author’s choice in text structure help us understand the purpose of the text?

Relevant VSC Informational Reading Objectives:

3/4/5.2.A.6.b:Identify and explain additions or changes to format or features that

would make the text easier to understand

6/7/8.2.A.6.b:Analyze the extent to which the structure and features of the text

clarify the purpose and the information

15. How reliable is this text? How can we be sure?

Relevant VSC Informational Reading Objectives:

3/4/5.2.A.6.c:Identify and explain what makes the text a reliable source of

information

6/7/8.2.A.6.c:Analyze the text and its information for reliability

16. Does this text show the author’s argument to be biased or fairly represented?

Relevant VSC Informational Reading Objectives:

3/4.2.A.6.d:Explain whether or not the author’s opinion is presented fairly

5/6.A.6.d:Determine and explain whether or not the author’s opinion is presented

fairly

7/8.2.A.6.d:Analyze the author’s argument or position for clarity and/or bias

Suggestions for Instruction:

  • Discuss with students connections between the main idea and the reader’s understanding
  • Have students evaluate the text for evidence of bias in the author’s argument, or treatment of opposing views
  • Consider with the students the contribution of the text as a fair representation of the topic

17. How could we determine what other information would help to clarify or strengthen the author’s argument?

Relevant VSC Objectives:

3/4/5/6.2.A.6.e:Identify and explain information not included in the text

7/8.2.A.6.e:Analyze additional information that would clarify or strengthen the author’s argument or viewpoint

18. How effective were the strategies the author used in persuading you to his/her point of view?

Relevant VSC Objectives:

3/4/5/6.2.A.6.f:Identify and explain words and other techniques that affect the

reader’s feelings

7/8.2.A.6.f:Analyze the effectiveness of persuasive techniques to sway the reader to a particular point of view

Suggestions for Instruction:

  • Have the students consider the use of hyperbole, rhetorical questions, repetition and other literary persuasive literary devices.

18. How does the author’s style affect the main message? (Grade 8 only)

Relevant VSC Informational Reading Objectives:

8.2.A.7.g.:Analyze the effect of elements of style on meaning

Suggestions for Instruction:

  • Consider with the students formal versus informal language and its effect on meaning
  • Have the class identify varied sentence structure and explain its effect on meaning
  • Examine sentences versus non-sentences and discuss their effect on meaning
  • Have students describe the contribution of style to meaning of text

Lesson PlanTemplate

Lesson Designer:

Course/Grade:

Unit:

Lesson:

Date:

Outcomes: At the end of this lesson, students will be able to:

VSC Objectives Alignment (Includes both content AND skills and processes objectives):

Materials Needed:

Procedure (Includes motivation, guided practice, independent activity, wrap-up):

Homework Assignment/Assessment:

Differentiation/Modifications

In the next lesson:

Sample Lesson Plan

Lesson Designer: Kevin Jenkins

Course: Grade 8 Social Studies

Unit: V. The Civil War

Lesson: Historical Investigation: Was Abraham Lincoln “The Great Liberator?”

Outcomes: After completing this lesson, the students will be able to:

  1. analyze primary source documents to construct and defend a thesis statement based on a focus question
  2. discuss Abraham Lincoln’s role in the emancipation of slaves in the United States

Content Standards:

5. History

6. Social Studies Skills and Processes

VoluntaryState Curriculum Objectives:

-8.5.C.7.a Identify the goals, resources, and strategies of the North and South

-8.5.C.7.c Describe the views and lives of leaders and soldiers on both sides of the war, including black soldiers and regiments

-8.6.A.2.c Set a purpose for reading the text

-8.6.B.3 Use formal writing to persuade

-8.6.F.1.c Analyze a document to determine point of view

-8.6.F.2.a Compare information from a variety of sources

Materials needed: videotape of Ken Burns’s “The Civil War” television series, part IX; primary source packets, primary source analysis sheets, overhead, transparencies

In preparing for this lesson, the teacher must: acquire Ken Burns’s video, assemble conflicting primary sources aligned with focus question, prepare document analysis forms, prepare writing prompt

Procedure:

  1. The teacher will greet the students at the door and closely monitor entry into the room.
  2. Motivation. The teacher will show a brief excerpt from Ken Burns’s “The Civil War” series documenting the assassination of Abraham Lincoln and its aftermath.
  3. The teacher will announce that today, the class will conduct an investigation to consider Abraham Lincoln’s role in freeing the slaves. The focus question, “Was Abraham Lincoln the Great Liberator?” will be introduced and written on the blackboard.
  4. The students will be divided into groups of four and primary source packets will be distributed. Each cooperative group will read and ascertain the meaning of each source from the packet. In doing so, they will complete the first two columns of the Primary Source Analysis Sheet.
  5. When preliminary analysis of the sources is completed, the students will INDIVIDUALLY reexamine each of the sources to draw conclusions about the focus question and respond to the third column of the Primary Source Analysis Sheet.
  6. In full class discussion, the students will share conclusions about the individual sources as they relate to the focus question. The teacher will record these responses on a transparency copy of the Primary Source analysis sheet. When each source has been discussed, the teacher will ask the students to share and defend some preliminary conclusions regarding the focus question.
  7. Assessment. The teacher will distribute the writing prompt, which requires the students to write appreciations of Lincoln on the occasion of the anniversary of his death. Each appreciation will require students to assess Lincoln’s role as the Great Liberator.

Homework Assignment: The students will complete writing planning sheets in which they will write their own thesis statements and support these statements with bulleted lists of supporting details.