CASE Content Area Special Education Secondary Social Studies

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CASEContent Area Special EducationSecondary
Social Studies

• Tina Melcher
• ESC Region 13 Social Studies Specialist
• Tina.melcher_at_esc13.txed.net
• Wednesday, November 9, 2005

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Schedule for Today

• 900 1145 Morning
• 1145 100 Lunch
• 100 400

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What kind of Special Education teacher are you?

• Name
• Assignment/District
• Years in Special Education
• Expertise
• What do you want to change about your
  classroom instruction to make you a more
  effective special education teacher?
• Email address

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Objective The special education teacher will

• Locate and list the most essential information
  their students need to know.
• Explain the characteristics of the TAKS and the
  TAKS-I test.
• Take home classroom strategies and activities
  that will help their students become better
  learners.
• Locate websites and other resources to help them
  be more knowledgeable in the classroom.

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Big 3 Questions

• What do you want students to know and be able to
  do?
• 2. How will I assess student knowledge? What
  evidence will I accept?
• 3. What activities will I use to engage students
  in learning what they need?

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Keys To Success In The Classroom

• CREATING RELATIONSHIPS with
• Your Students
  
• Your Content
  
• Your Instructional Activities

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Creating Relationship with your Students

• Speed Dating
• What do you know about your students and what
  they know about social studies?

Model, Model, Model, Model, Model, Model, Model,
Model
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Creating Relationships with your Content
Most Essential Information in Secondary Social
Studies
Big Question 1 What do you want students to
know? Model, Model, Model, Model, Model, Model,
Model, Model
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Most Essential Information in Secondary Social
Studies

• TEKS
• http//www.tea.state.tx.us/teks/chapters
• TAKS objectives http//www.tea.state.tx.us/student
  .assessment/taks/booklets/
• Your Districts Curriculum/Scope and Sequence

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TEKS The Texas Essential Knowledge and Skills

• The Social Studies TEKS
• Are the essential knowledge that districts are
  required to provide instruction in according to
  Senate Bill 815.
• Became effective on September 1, 1998.
• Are organized into 8 strands History,
  Geography, Economics, Government, Citizenship,
  Culture, Science, Technology, and Society, and
  Social Studies Skills.
• Are the framework for TAKS assessment objectives.

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TEKS The Texas Essential Knowledge and Skills

• THE TEKS ARE NOT
• A Curriculum.
• Written in sequential order.
• Written as a scope and sequence.

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• How well do you know your Social Studies TEKS?

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THE TEKSHow well do you know your content?

• Each person will be given a TEK from their grade
  level.
• Clarify the TEK using the resources available.

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Key People and Vocabulary
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Creating Relationship With Your Content

Characteristics of the TAKS and the TAKS-I
test.
Big Question 2 How will I assess student
knowledge? What evidence will I accept? Model,
Model, Model, Model, Model, Model, Model, Model
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TAKS - Texas Assessment of Knowledge and Skills

• Objective 1 - The student will demonstrate an
  understanding of issues and events in U.S.
  history.
• What major events led to the founding and growth
  of the United States? How did the United States
  develop into a world power?
• Objective 2 - The student will demonstrate an
  understanding of geographic influences on
  historical issues and events.
• How did geography influence the development of
  the United States and world events?

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TAKS - Texas Assessment of Knowledge and Skills

• Objective 3 - The student will demonstrate an
  understanding of economic and social influences
  on historical issues and events.
• How did economic and social influences impact the
  development of the United States? How has the
  United States dealt with social and economic
  issues?
• Objective 4 The student will demonstrate an
  understanding of political influences on
  historical issues and events
• How did the United States system of
  representative government develop? How does
  government affect our daily lives?

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TAKS - Texas Assessment of Knowledge and Skills

• Objective 5 The student will use critical
  thinking skills to analyze social studies
  information.
• What skills do you need to study history?

Bill of Rights Spatial Diffusion Cause
and Effect Principles of Government George
Washington The Civil War 1861-1865 Patterns
of Settlement
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Phase-In for TAKS
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of Items Correct by Objective
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• The 2005 test had 17 off-level questions.
• 10 were on 8th grade TEKS
• 3 were on World Geography TEKS
• 4 were on World History TEKS

30.1
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Graphics
24/55 44
25/55 45
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Lowest Scoring Item - 8th grade

• 24 Southern dependence on slavery and an
  agricultural economy resulted in
• F an excellent railroad system
• G a lack of factories
• H a dependence on government tax breaks
• J several new political parties
• 8.7C

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Lowest Scoring Item - 10th Grade

• Excerpt from the Emancipation Proclamation
• I do order and declare all persons held as
  slaves within said designated states . . . are,
  and henceforward shall be, free and that the
  executive government of the United States,
  including the military and naval authorities
  thereof, will recognize and maintain the freedom
  of said persons.
• 34 In which year was the statement above issued?
• F 1787
• G 1812
• H 1863
• J 1877 8.1C

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Lowest Scoring Item - Exit Level

• 26 The Battle of Midway was a crucial victory
  for the United States because it
• F dealt a severe blow to the Japanese navy
• G was the last sea battle of the war with Japan
• H was fought on Japanese territory
• J destroyed Japans will to continue fighting
• U.S. 6B

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8th grade content tested at 10 and 11

• 10th grade TAKS 11th grade TAKS
• 8.1C 8.1C
• 8.3A 8.3A
• 8.4B, C 8.4C
• 8.16A, D 8.16A, D
• 8.17B 8.17B
• 8.18B 8.18B
• 8.20A, B 8.20A, B
• 8.22B 8.22B
• 8.30A, D, F
• 2005 23 Questions 10 Questions

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Types of Questions on TAKS What do you notice
about these questions?
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Skills List

• Primary and secondary sources
• Sequencing
• Categorizing
• Identifying Cause and Effect
• Comparing and Contrasting
• Finding the Main Idea
• Summarizing
• Making Generalizations and Predictions
• Drawing Inferences and Conclusions

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Cause-Effect Relationship

• 21 Which of the following events prompted the
  ratification of the 26th Amendment, which gave
  18-year-olds the right to vote?
• F The Watergate scandal
• G The election of Richard M. Nixon
• H The energy crisis
• J The Vietnam War

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Higher level thinking using organizers
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Inductive Reasoning Skills
G.5B
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Questions with other Stimuli
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TAKS-I

• An assessment that will meet the Individuals
  with Disabilities Education Improvement Act of
  2004 (IDEA) for students that are not currently
  tested by the state (SDAA II)
• Will measure academic progress of students
  receiving special education services at or near
  grade level
• Will include all TAKS tested items except the
  field tested questions

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TAKS-I

• Will use larger font and fewer items per page
• Accommodations will be permitted
• Will be administered on the same dates as the
  TAKS test
• LDAA is still an option for those students whose
  ARD committee has determined that both TAKS and
  TAKS-I are inappropriate.

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Pair and Share

• Find a partner and share with them things you
  learned about the Social Studies TEKS, TAKS
  objective, and/or TAKS test.

3 minutes
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Reflection This Morning

• What did you learn this morning that you could
  use in your classroom in the next week? Explain
• Six Weeks? Explain
• Semester? Explain

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Creating Relationships with your Instructional
Activities
Classroom strategies and activities that will
help students become better learners
Big Question 3 What activities will I use to
engage students in learning what they
need? Model, Model, Model, Model, Model, Model,
Model, Model
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Hebrew proverb
Do not confine your children to your own
learning, for they were born in another time
Hebrew Proverb
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How The Brain Learns
The sensory preferences of the U.S. student
population in grades 3-12 for the mid-1990s.
Sousa, pg 17
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Most Effective InstructionAn analysis of almost
30 years of research indicates that the following
interventions are most effective with learning
disabled students

• The most effective form of teaching was one that
  combined direct instruction with teaching
  students strategies of learning.
• The component that had the greatest effect on
  student achievement was control of task
  difficulty. teacher assistance, sequenced
  tasks, small groups, and structured questioning.
• When groups of students with learning
  disabilities were exposed to strategy
  instruction, their achievement was greater than
  that of groups exposed SOLELY to direction
  instruction.

Sousa, pg 22
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Coping With Difficulties
To become effective, lifelong learners, students
with disabilities need to master strategies to
assist in their learning and then be able to use
them effectively.
Sousa, pg 25
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Pair and Share

• With your partner, share with them your most
  successful strategy in your classroom.

3 minutes
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Strategies

• Vocabulary
• VVWA
• Cartoon Activity
• Content
• Graphic Organizers
• Picture Books
• Social Studies Skills
• Interactive Notebook

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Strategies

• Review
• Splash Cards
• Looping Cards
• Test Making
• Higher Level Question Stems
• Scaffolding Questions

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Vocabulary
VVWA - Verbal and Visual Word Association

• Have students create a VVWA chart

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VVWA - Verbal and Visual Word Association

• 2. Assign a student a word and provide a
  definition
• 3. In each quadrant enter the required information

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VVWA Extension Activities

• Have students create their VVWA on a PowerPoint
  slide and then merge slides together and run
  continuously

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Create Your own VVWA

• Federalism- distribution of power between a
  federal government and the states within a union
• Mercantilism- an economic theory which states
  that a nation's wealth is based on the amount of
  gold and silver in its treasury
• Demographics - the study of population
• Bias- a point of view favoring one side over
  another based on their own interest

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Vocabulary
Cartoon Activity

• 1. Organize students into small groups.
• 2. Have them read the vocabulary word and its
  definition.
• 3. Have them analyze their cartoon.

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• As students analyze their cartoon, have them
  determine the following.
• What is the connection that the vocabulary word
  has with the LINK?
• Does the LINK help you understand the vocabulary?
  Why?
• Does the LINK help you remember the word? Why?
• Create one sentence using the vocabulary word.

SEGREGATE (SEG rug gate) to separate or keep
apart from others Link SEPARATE GATE
"At the track, race horses are SEGREGATED into
SEPARATE GATES to begin the race."
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Cartoon Extension Activities

• Have students keep a vocabulary log
• Have students create their own vocabulary cartoon
• Under the cartoon, have student write three
  historical facts about that word
• Use the cartoon to complete a VVWA Graphic
  Organizer

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Create Your own Cartoon Activity

• Find a partner
• Pick a term from the TAKS SOCIAL STUDIES
  VOCABULARY list
• Create your cartoon based on the model on the
  next slide

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Term Definition LINK (word that is linked to
term)
Draw a cartoon showing the relationship to the
Term/Definition and the word it is linked to
Write a sentence describing the relationship
between the term and the word it is linked to.
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Content
Graphic Organizers

• 1. Graphic Organizers utilize tools to help
  manage difficult text so that meaningful learning
  may occur
• A visual
• Arrows from the visual
• Textboxes
• 2. Graphic Notes can help to engage struggling
  students
• The format is visual
• The text is shortened
• Connections are made from visual to the text
• Weaknesses in language development are minimized
• Weaknesses in organization are minimized

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Reformation
Political Causes
Economics Causes
Social Causes

• ESC Region 13 Social Studies Website
  http//www.esc13.net/socialstudies
• Education Place Houghton Mifflin Graphic
  Organizers http//www.eduplace.com/graphicorganize
  r

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Picture Books

• In groups of 2-3 have students create a
  mini-mural about the picture book you give them
• Prior to creating the mini-mural, have students
  create a story board to outline the information
  that will be on their storyboard.
• Hand each student a legal size piece of paper to
  create a foldable for the storyboard.

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Picture Books
4. Have students complete the storyboard
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Picture Books

• 5. Have the students use the information on the
  storyboard to create a mini-mural.
• 6. You could also have them use the storyboard to
  create a powerpoint presentation
• Note The storyboard strategy is great for
  students to organize information for a
  presentation

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Critical Analysis Organizer
Title of Subject
What do you infer from the details?
What prior knowledge do you bring?
What are the details?
Source Corbus.com
What is your conclusion? Explain
Adapted from Texas Social Studies Center, 2001
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Social Studies Skills

• Interactive Notebook

• Allows students to record information and process
  it to improve their level of understanding in
  Social Studies
• Requires students to use critical thinking skills
  to organize and process information

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Review
Word Splash
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Word Splash

• Develop a common TAKS or unit vocabulary-6-10
  words
• Give each student a little time to think or
  research about what the terms, people, or phrases
  have in common.
• Form small groups of 2-3.
• As a group, students could
• List the characteristics about each term
• Describe what they know about each term
• Categorize and title the terms, people, or
  phrases
• Predict as a group, what the words all have in
  common
• Explain any connections they may have with the
  words

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Word Splash

• Other suggestions
• Have groups compete against each other by giving
  each other clues about the words.
• Have students write about the relationships among
  the terms and phrases and share with the
  class/group
• Students could organize the terms into a graphic
  organizer showing the major relationships among
  the words including a visual for each word.

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Looping Cards

• Hand each student a Looping Card.

I have Density Who has The expected
weather conditions at a place over a period of
years
I have Climate Who has A nation or
state
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Looping Cards

• 2. Have the students form a circle by finding the
  definition of the vocabulary word and the
  vocabulary word that defines their word.
• 3. Once in a circle, have student state their
  vocabulary word and definition and describe one
  thing they know about it.
• Individually or in Small Groups Give the
  student(s) the looping card mixed up and have
  them organize

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Test Making

• Higher Level Question Stems

Which of the following was a result of How was
__________affected by _____________? Which
statement best summarizes The effect of
__________ was Which of the following was a
major cause of Which of the following was the
most significant result of Reminder 40 of the
TAKS questions includes a graphic organizer
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Websites

• ESC Region 13 Social Studies Website
• http//www.esc13.net/socialstudies
• Education Place Houghton Mifflin Graphic
  Organizers
• http//www.eduplace.com/graphicorganizer
• Texas Law-Related Education
• http//www.texaslre.org
• The Social Studies Center
• http//www.tea.state.tx.us/ssc/

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Next Step - Sign up for Social Studies workshops
and conferences

• Fri-Sat., Feb.10-11 - Annual Law-Related
  Conference, Austin
• Fri-Sat, March 3-Apr 1 - National Council for
  History Education Conference,
  Austin
• June 5-6, Social Studies Alive, Region XIII
• June 5-9, 2006 - History Alive, Region XIII
• July 11-13, 2006 Texas History Alive, Region
  XIII

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Bibliography

• Burchers, Sam, Max, and Bryan. Vocabulary
  Cartoons Building an Educated Vocabulary with
  Visual Mnemonics. Florida New Monic Books, 1998.
• Marzano, Robert and Debra J. Pickering. Building
  Academic Vocabulary Teachers Manuel. Virginia
  Association for Supervision and Curriculum
  Development, 2005.
• Sousa, David W. How the Special Needs Brain
  Learns. California Corwin Press, 2001.

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• Reflection

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Reflection
Things Im SQUARE with
New Ideas GOING AROUND IN MY HEAD
Things Ill CHANGE as a result of this information
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Contact Information
Tina Melcher 512-919-5425 tina.melcher_at_esc13.t
xed.net Carol Curtiss 512-919-5288 carol.curtiss_at_e
sc13.txed.net