Content Literacy in Secondary Social Studies

Content Literacy in Secondary Social Studies

Nancy Hester, RESC XIII

[email protected]

Candace Bixler, RESC XIII

[email protected]

Content Literacy

“Content Literacy is the ability to use reading and writing for the acquisition of new content in a given discipline.”

-McKenna and Robinson 1990

Our Purpose:

To help teachers effectively engage students with difficult content in their classes using reading and writing strategies.

Our Goals:

To understand why reading and writing are important in social studies

To learn new strategies for helping students understand what they read in social studies

Why learn more about Reading and Social Studies?

Social Studies is driven by content like no other subject

Our “Mile wide and Inch Deep Curriculum”


85 to 95 percent of the content addressed in social studies comes from the textbook

Newspapers, handouts, atlases, magazines, primary and secondary sources, and the internet provide readable content for the classroom


Many of us have had absolutely NO training in reading strategies

Many of us do not know what good reading strategies look like

Reading Comprehension Strategies

OrganizeKnowledge

MakeInference

Visualize

Find out the Meanings of Unknown Words

Ask Questions

Figure Out What isImportant

Activate Prior Knowledge and Set a Purpose for Reading

RespondTo the Ideas in the TextThink While You Read

To Keep Track of Whether Things Make SenseUse Fix-Up Strategies

When Things Don’t Make Sense

Social Studies Nightmares!

The Truth…..The Whole Truth….

Have You Ever Felt Like This?

Social Studies Reading Nightmares!

Student: “I’d rather take a Zero!” Students don’t do assigned readings.


Student: “Social Studies is not the least bit fun or interesting to me!” Students do not see the relevance to their daily lives and think social studies is boring.


Teacher: “It isn’t worth my time. There are too many students in my classes who are not good readers!” Teachers perceive that students have given up, because the teacher has.

What type of learner will I encounter in my classroom?

English Language LearnerStudent with Characteristics of DyslexiaGiftedOthers…

Prior Knowledge

Lack of an Intellectual Hook - Students may lack the background knowledge about the topic in the text. This means they will also have problems with the vocabulary because they do not have concepts for the words used to present information about the topic.

Prior Knowledge

The Multiplier Effect - Students may have the prior knowledge but fail to use it or realize the connection to the text. Pre-reading activities may help trigger one student who shares her comments and triggers prior knowledge in other students.

Prior Knowledge

Students may have prior knowledge that is incorrect or incomplete. This will interfere with new learning because we tend to “cling” to what we already think is true.

Pre-Reading Strategies

Pre-Reading Strategies – Why?

Set the Purpose for Reading

Review Important Vocabulary

Access Prior Knowledge

Visualize and Predict

Determine Importance

Pre-Reading Strategies – What?

KWLConcept MapsConcept Mastery RoutineChapter TourWord Splash

Word Splash

Word Splash1. Select six to ten social studies terms,

people, or phrases from a unit of study. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others.

2. Give each student a little time to think about what the terms, people, or phrases have in common.

Great Plains Manifest Destiny

Laissez-Faire Free Enterprise System

Deficit Monopoly

Word Splash3. Ask students to form small groups of three

to five (or you can assign them to groups). In their groups, they should decide what the main category or topic is for the terms, people, or phrases. They should also create a narrative or an explanation that will include all of the words or phrases.

4. Ask each group to share their narrative or explanation. Ask students to list the common elements they heard and list these elements on the board.

Word Splash

Assessment: Students, in small groups, are able to create a

story using 90% of the words presented. Students are able to identify and list at least one

common element from every narrative presented.

Concept Mastery Routine

Chapter Tour:Being Your Own Guide

Chapter Tour

When you take a tour of a museum the guide helps you to focus on what is interesting or important.Talk the students through the chapter. Provide enough direction and background so they can learn what is important in the reading.

Chapter Tour

Students are encouraged to look at the chapter to see the “big picture” first before tackling the details.

Students are conditioned to make more systematic use of reader aids provided within a chapter.

Chapter Tour

Make special notice of ways the chapter forecasts organizational structure:Cause and EffectCompare and ContrastConcept and DefinitionProblem and Solution

Chapter Tour

Make special notice of ways the chapter signals key themes, concepts, and ideas:ChangeCrisisProgress

Chapter Tour

Variation: Allow students to work with a partner to complete a chapter tour and verbalize what they are discovering about the topic or chapter organization.

During-Reading Strategies

During-Reading Strategies – Why?

Comprehend Information

Construct Meaning

Active Engagement

During-Reading Strategies – What?

Graphic Notes

Graphic Organizers

Power Notes

Double Diary Notes

Graphic Notes

Graphic Notes

Graphic Notes utilize the following tools to help manage difficult text so that meaningful learning may occur:A VisualArrows from the visualTextboxes

Crisis of Identity:Muslims have been wrestling with modernity for 200 years. During the Golden Age of Islam, Muslims were on the cutting edge of science and progress.Many Muslims believe that there is no contradiction between Islam and science. “Islam encourages us to learn more about ourselves.”How does one reconcile Islamic tradition with today’s world?Should a modern state adopt secular law or Islamic law known as the Sharia?Islamists believe that modern Islamic states should replace their secular governments with Islamic law.Legal issues with regard to marriage and women’s rights are at the heart of the identity crisis.

Battle of the Headscarf:Ataturk, ruler of Turkey in the 1920’s changed the way Turk’s dressed, eliminated the headscarf, gave women the vote, and pushed religion to the sidelines. He called the system of secular nationalism, Kemalism. The modern guardians of Kemalism in Turkey are the military generals.Today in Turkey, the headscarf has become a highly charged symbol of the collision of a secular state (Kemalism) and Islamic law. Muslim girls demand the right to wear a headscarf when they go to school.In 1996 an Islamist became Prime Minister of Turkey and proclaimed a new moderation of secular society. What lies ahead for the women of Turkey who consider Islam to be a vital part of who they are?

Islam and the West:Many modern Muslims live and work in the West. Concepts such as rationalism, skepticism and individualism – essential characteristics of modernity; and the principles of democracy and republican government are at odds with Islamic law for many Muslims.Conservatives insist on obedience to truth as revealed by the Prophet Muhammad. Modernists argue that reason enables human beings to interpret revealed truth in light of modern conditions.Most Muslims do not embrace either Islamism or secularism whole-heartedly. Both are viewed with suspicion. Many believe that modernization equals Westernization.The current crisis of understanding between Muslims and the West could lead to greater understanding or greater polarization.

The Pressure for Change:Women in Iran were active participants in the revolution.

Some women openly flout the Islamic dress code with make-up and jewelry, and colorful headscarves worn far back on the head.

Three-quarters of the people of Iran are under 30.

Iran had a series of autocratic rulers, including the Shah, before Islamism.

Graphic Notes

Graphic Notes can help to engage struggling students:The format is visualThe requested text is shortenedConnections are made from the visual to

the textWeaknesses in language development are

minimizedWeaknesses in organization are minimized

Column Notes

Column Notes

Based on the old Cornell Notes system

Column Notes lend themselves to many variationsTwo-ColumnThree-ColumnCategory Headings

Key Points Details

Influences of Steam Power

A new source of energy

Factories use steam, which allows them to operate without waterpower

History of Steam Power

1700’s in Europe – James Watt

American Oliver Evans developed a more powerful steam engine

How Steam Power Works

Boiler: Fuel is burned to heat water and produce steam

Cylinder: Steam is built up to push piston up and down

Condenser: Increases power by pulling steam out of cylinder and speeds up the piston

Post-Reading Strategies

Post-Reading Strategies – Why?

Metacognition – Reflecting on our Thinking

Synthesizing Information

Looking for Evidence - How do you know??

Post-Reading Strategies – What?

KWLConcept MapsThink-Pair-SharePaired Reviews Journal WritingDiscussion WebThe Frame Routine

Discussion Web

Discussion Web:

Enables students to actively participate in a discussion

Provide a framework for evaluating both sides of an issue or question

Help students develop and organize support for their positions

Yes No

The Frame Routine

The FRAME Routine

The FRAME Routine benefits all children, but the enhancement in learning for LD, ADHD, and at-risk learners is dramatic. We believe this is the most effective teaching tool we’ve ever used.”

Shawna Tatarchuck and Pam Yandle Auburn, Alabama

Make all your lessons:

‘Memorable and Meaningful’

Contact Us:

Nancy Hester, Social Studies Specialist(512) [email protected]/socialstudies

Candace Bixler, Reading Specialist(512) [email protected]

Documents

Content Literacy in Secondary Social Studies