Utilizing Technology to Teach Social Studies .

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Using Technology to Teach Social Studies. Lori Krane, Ronnie DeSalvo, Margo Lorber 6/2001. Technology & Social Studies Connections.
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Utilizing Technology to Teach Social Studies Lori Krane, Ronnie DeSalvo, Margo Lorber 6/2001

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Technology & Social Studies Connections Standards : National (NCSS) and NYS Standards : assemble audit: talk about, survey, amass examination of principles: Significance of the new learning models? Estimation of innovation? Evaluations : National and NYS Assessments: jigsaw 3 parts work in sets to do a thing investigation

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Review models, thing examination of appraisals… . What do understudies need to know? Essential Sources (DBQs): diagrams, charts, maps, publications, articles, and so on. Abilities: Reading, Writing, Interpreting How would we be able to help understudies? Innovation: Internet: scan for essential archives Word, PowerPoint, Publisher, Inspiration, Neighborhood Map Machine, Timeliner, Excel, Graph Club, Cornerstone Webpages/Webquests

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NYS Social Studies Standards: 5 th Grade History of the U.S. also, New York World History Geography Economics Civics, Citizenship, Government Standards/Student Work: NYS Standards NYS Sample Student Work: K-5

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NYS fifth Grade Assessment 1: Multiple Choice: half 11: Constructed Response: 20% 111: DBQ/paper: 30%

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1: Multiple Choice: half: thing by thing investigation Vocabulary people group, shortage, association Primary Sources maps, diagrams, administrative branch Prior learning July fourth, stripes on banner, state house of NY, Bill of Rights

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11: Constructed Response: 20% Read a section. Answer related inquiries. The Algonquins were the main individuals to live in the southeastern piece of New York State. Their pioneer, called a sachem,settled issues with the counsel of a committee. In spite of the fact that ladies couldn\'t be sachems, they picked the sachem for the tribe. 1) Which letter on the guide beneath demonstrates the range of New York State where the Algonquins lived? 2) Who helped the pioneer in his endeavors to settle issues? ________________________________________________ 3) In Algonquin life,what control did ladies have in representing the tribe? ______________________________________________

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11: Constructed Response: 20% Read a graph. Decipher diagram. {Source:— Silver Burdett &Ginn Inc. (Adapted)} In 1980, what number of individuals lived in the United States?________________________ In which year were the populaces of urban regions and rustic regions about equal?____________________ Did the aggregate populace of the United States increment more from 1920 to 1950 or from 1950 to 1970?

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111: DBQ/exposition: 30% Directions: This part f the test is intended to discover how well you think and write in social studies.You will have around 1/2 hours to take a shot at this part of the test. Verifiable Background: In June 1985,the individuals living in the town of Rose,New York, were informed that the United States Postal Service wanted to close their town \'s post office.This implied that the general population of Rose would need to get their mail from another town \'s post office, and would have other mail station administrations, (for example, purchasing stamps and sending bundles) for just three hours every day with no Saturday benefit. The joined reports are from June 1985 through April 1994.They tell and show what the general population of Rose,New York, did in their town after they heard the news. Undertaking: Write an exposition about the general population of Rose and their mail station. In your essay,tell how the general population of Rose felt about their mail station and give cases f what the general population did together as a community,or independently as residents, to spare their mail station. Before you compose your essay,look at the archives named 1 through 8.Then finish the notes .

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Insert segments of DBQ here.

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Activity: Work in sets. {www.fno.org} Numerical Literacy: Go with your accomplice to the New Haven County and after that open a second window in Netscape (from FILE menu) and go to Fairfield County - Connecticut County Data accessible from the US Census. Conform the two windows so the numbers line up one next to the other for correlation purposes. Visual Literacy: How would we utilize photos, drawings, works of art, and other visual material as data as opposed to unimportant enrichment or representation? Go to the web index to discover a photo about "coal breaker boys." Type the words "coal breaker boys" into the hunt box. Who is the pioneer of this gathering? Record your decision and after that make a rundown of at any rate reasons why you chose that one individual over the others. Make your reasons as particular as could be expected under the circumstances, providing the visual information, subtle elements and proof to construct your case.

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Create your own particular unit plan. Web Sources for Primary Documents: http://memory.loc.gov/ammem/ndlpedu/highlights/archive.html

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Webquests: Social Studies Webquests: http://curry.edschool.virginia.edu/go/workshop98/sessions/webquest/list.html Jamesquest http://curry.edschool.Virginia.EDU/go/JamesQuest is an arrangement of WebQuests in light of Jamestown, the main lasting English province in the New World. Part of the Jamestown Virtual Colony created by the University of Virginia, it incorporates individual webquests in view of Powhatan locals, slaver y, pioneer government, and religion. http://potosisd.k12.wi.us/strong/chefty/ss_wq.htm http://www.guilford.k12.nc.us/webquests/socialst.html Lemonade Stand This WebQuest will help understudies find out about the significance of individual occupations in the group. Understudies will apply the terms "specialization" and division of labor" in working their own business. Delineate Welcome to Map Adventure! You are going to find out about various sorts of maps and be able to find your street number on a guide.

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Webquests: Native Americans Student Webquest Links Ancient Greece Ancient Egypt Oregon Trail Ancient Rome

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