Three years ago I began re-learning education. As I struggled to grow in the new Common Core model, I became curious about education, social studies education, and literacy. To learn, I read books and websites, listed on other pages here. I participated in some professional development about the Connecticut Core Standards and the Connecticut Social Studies standards. One of the most helpful resources for social studies teachers is C3 Teachers which includes a template for applying the Social Studies frameworks and examples of units that use the new frameworks.
Here are units I've used the IDM template with:
Reconstruction: this unit I have input into the C3Teachers IDM generator. I recently found out that the IDM is intended to respect each teacher's needs to apply the inquiry to their students. Therefore, instead of lesson plans, formative assessments are described.
Following is a unit created with fellow 8th grade teacher G. Cumpstone:
I am still thinking about a question--when should teachers give the students the compelling question (as in reconstruction and immigration--using questions from the Connecticut frameworks) and when should students develop their own inquiry (as in research--utilizing Dan Rothstein's Make Just One Change)?
Another question is the role of rigorous reading to develop learning (as in reconstruction and immigration). This does not seem as strongly called for in the Social Studies frameworks but is still strong teaching, according to the Common Core Standards. The three key shifts of the Common Core are
*Learning content from rigorous texts (with teacher support as needed, group discussion, leading to independence.
*Using text evidence to prove learning.
*Regularly reading rigorous texts and academic language
I am a Bank Street graduate, and a constructivist at heart. I have been a History Museum Educator, as well as a High School Economics and History teacher. I now teach Middle School Social Studies.
None of my work has been in isolation. I am grateful to my colleagues who have challenged me to think deeply and supported my explorations into how and why children learn.
Thank you for encouraging me to explore the shifts in education and helping me take this journey: M Wagner, N English, J Olsen, G Cumpstone, J Tencza, E Schaedler, B Kerachsky, H Hageman and S Armstrong.
Thank you for your advice and insights C Wendt, M Steinhilper, L Portley, E Cleveland, G Schwanfelder, S Papale, R Davey, L Landry, S Ward, D O'Rourke, C Harris, M Hall, A Glorioso, P Muzzulin, L Ricks, L Monroe and C Baklik.
A special thanks to J Merola, who helped me to learn about teaching reading and meta-cognition..