Social Studies (Presentation)

1.) Introduction

For this assignment:

I will be looking at ways to engage High schools in higher order thinking the skills they
need

Breaking it down into

1.) Part One: What is the Goal?

2.) Part two: What is the Intervention?

3.) Part Three: What is the Activity?

4.) Part Four: The On-line Work.

5.) Conclusions:

6.) Resources:

1.) The Goal

 Kids with learning difficulties have hard time in High school because of the way
lessons are taught.
 How do we get students with learning problems to engage in higher order
thinking?
 How do we include them in all learning activities?
 The Government has introduced a new curriculum that requires the uses of
Historical thinking skills. These skills require student to be able to analyze and
criticise work they encounter.
  

2.) The Intervention steps

Content Enhancement Routine

 To bring together “Content” and “Skill” and to have students engage in the work
in a meaningful way.
 This theory promotes the concept of Routine in the use of Graphic organizers,
outlines, student interaction, peer to peer work, and group activities.
 Through this work students should activating their meta-cognitive abilities.
3.) Activity:

 Historical Thinking skill: Cause and Consequence—graphic organizer.

 This unit is broken down into four parts: With in each topic students must learn to
construct this diagram and populate it with historical facts.
 English Civil War: The teacher demonstrates how to populate the Graphic
Organizer and students copy.
 American Revolution: Students work slightly independently with support from the
teacher on completing the graphic organizer.
 French Revolution: Students will work on their own to complete the graphic
organizer.
 Final Project: Students create a power point presentation demonstrating their
understanding of the significant of all three historical events and the effect on
Canada.
4.) Online

 MS Word: Students will create a copy of the graphic organizer using word.
 Google Doc: Students will create a copy of the graphic organizer.
 MS Teams: Once they have finished post work to MS teams.
 Other options: Draw the organizer on paper, take a picture and post it.
 Other options: Download teacher’s Word template and complete it.
 Other Platforms: TicTok, Power Point, Prezi, or google slides.

5.) Conclusions:

 The ideas of Content Enhancement Routine intervention seem to work, but there
needs to be further investigation in order to determine if it works. More recent
theories seem to hold more promise as to their effectiveness.
 It has taken three of work with historical thinking to create thee lesson to the
point that they seem to work effectively.
 We know students are consumers of technology and not producers so I would
assume most would use my template. We also know that trying to teach children
to use technology remotely does not work as there is a lot of misunderstanding
and confusion. This became clear during the recent lockdown as students were
required to use MS Teams for the first time without any training. That caused a
lot of problems for the students. We also know that students learn technology
best when an adult is present to work with them one on one.
 Social Studies 9
Unit: Revolution.

Big Picture: Emerging ideas and ideologies profoundly influence societies and events.

Rationale: Students will develop an understanding of the ideologies that shaped the
world.

Skills: Historical Thinking Skills.

1.) Cause and Consequence—the actions that contribute and outcomes of that action.

2.) Historical Significance—using evidence to making connections that create meaning.

3.) Evidence—making interpretations from primary sources to create the story.

Unit 1; English Civil War—The development of People’s

Democratic Rights.
Note: Teacher to provide lots of hands on support in this unit.

1.) Read the textbooks and complete questions.

 The questions/answers are for the students use only.

 The teacher is not going look at them or mark them in any.
 Its important for all students to engage.
 Students are free to write what ever they want.
 Spelling and Grammar are not important at this point, Ideas are.
 If, students are not doing their homework then start doing homework
checks.
 Also make it know that quiz questions are drawn from these questions.

2.) Discuss the comprehension questions as a class.

 Sitting in a circle discuss answers to the questions.

 All vocab terms and concepts are explained and discussed with students.
 Use any teaching tool needed to explain ideas.
 All students are expected to participle and engage.
 If they hear a different answer as to theirs, they should copy it down.
  Its important for everyone to have the same understanding.

3.) Discuss the ideas/concept of Historical Thinking.

 Introduce the six “Historical Thinking” skills that are required.

 Their function—to appreciate history and to think critically like a historian.
 Cause and consequence, Historical Significance, Evidence and
Interpretation.
 Continuity and Change, Historical Perspective, Ethical Judgement.

4.) Cause and Consequence.

 Discuss the need to know what caused a historical event to happen.

 Discuss—what are “Historical Facts” and how do we know.
 Explore some real life examples of causes—mini activity (worksheet on
causes).
 Discuss student’s responses to activity.
 Encourage students to share discuss what caused then to come to school.

5.) Evidence; From the textbooks, as primary sources are difficult to obtain.

6.) Cause Chart.

 Hand out “Cause Chart” that students are required to complete.

 Using your textbook find at least six things that the Royalist did.
 Find six things that the Parliamentarians did.
 Have students discuss and share with their table partners.
 Have students report out to the class one item they think is important.
 Now have students rank them from most important to least important.

7.) Discuss the chart.

 Discussion—based on what has been uncovered who might be.

responsible.
 Discuss with table partner and then report out to whole class.
 Must be prepared to support opinion with facts.

8.) Introduce the Rising Action Organizer.

 Have students copy down the organizer as depicted on the board.

 Have student populate the Causes form the Cause organizer.
 Have the students rank their causes form least to most important.
 Have students fill in the Event portion of the organizer.
9.) Introduce the concept of “Consequence.”

 Discuss with the concept them and help them to clarify their
understanding.
 Most kids believe the term Consequence means some one is in trouble.
 Mini Activity of Consequence—short scenarios and resolutions.
 Have students work with their table partners to come up with solutions.
 Have student report out to whole on what they discovered.
 Have students work with table partners and brainstorm ideas.
 Report out to whole class.
 In this case we want to know the Short term out comes and long term out
comes.
 The oppressed people responded and what did they achieve.
 Discuss with class and come to a consensus.
 Fill in the rest of the Rising Action organizer.

10.) Historical Significance—Democracy.

 Why is this subject so important?

 Have students working in groups and discuss.
 Have students report out.
 Discuss as a whole class.
 What is democracy and why is it important?
 How was it achieved in this case?
 The power of the people and what they can achieve.

11.) What is Democracy and how it works.

 What did the Parliamentarians achieve?

 No one is above the law.
 Discuss how Parliament works and its structure.
 Discuss how a bill is passed.
 What are the various roles of the people involved?
 The supremacy of Democracy.

12.) Demonstrating understanding.

 Have students write a paragraph demonstrating their understanding.

 Question: What Emerging ideas and ideologies profoundly influence
societies and events?
  A well structure paragraph of no less than 6 sentences, doubled spaced
and in pen. Can be typed if necessary.
 The students should use this framework
 First sentence—The event (Who, What, Where, When) Describe it.
 Second Sentence—A response to the question.
 Third Sentence: Who was oppressed and what did they do?
 Fourth Sentence: Provide evidence form your chart to support your claim
 Fifth Sentence: Provide evidence form your chart to support your claim.
 Sixth Sentence: Conclusion—restate your answer to the Question if
different words.
 Discuss with the class the various aspects of this paragraph.
 Brian storm with students on how to actually write the paragraph.
 Write out this paragraph on the white board for students to copy.

13.) Introduce the Marking Rubric

 Hand out copies of the marking rubric to students and review

14.) Assessment

 Collect from students: The Cause Chart, The Rising Action Organizer, and
the Paragraph.

Unit 2: American Revolution—Independence and the right to

decide.
Note: teacher to support those who may need a bit more help, but they need to
be a bit more independent in their approach to this unit.

1.) Assessment

 Hand back the marked Graphic Organizer with the rubric from the English
Civil War Unit.
 The rubric will have highlighted areas showing the students their level of
progress so far.
 Since this is their first time one would expect to see the marks very low.
 This should be enough to show them their level and should encourage
them to reflect on how to better next time.

2.) Introduce the new topic (Repeat Activity)

  Looking at the American Revolution as a Historian
 Looking for Cause and Consequence
 Trying to develop an understanding of why?

3.) Read the textbooks and complete questions. (Repeat Activity)

 Students will read the chapter on the American Revolution

 The questions/answers are for the students use only.
 The teacher is not going look at them or mark them in any.
 Students are free to write what ever they want.
 Spelling and Grammar are not important at this point, Ideas are.

4.) Discuss the comprehension questions as a class. (Repeat Activity)

 Sitting in a circle discuss answers to the questions.

 All vocab terms and concepts are explained and discussed with students.
 Use any teaching tool needed to explain ideas.
 All students are expected to participle and engage.
 If they hear a different answer as to theirs, they should copy it down.
 Its important for everyone to have the same understanding.
 Supporting kids who may need a bit more help.

5.) Evidence; From the textbooks, as primary sources are difficult to obtain.

6.) Hand out the Causes chart (Repeat Activity)

 Hand out “Cause Chart” that students are required to complete.

 Using your textbook find at least six things that the Patriots did.
 Find six things that the Monarchy did.
 Now have students rank them from most important to least important.
 Discuss who is at fault for this event.

7.) Check In

 Circulate around the classroom checking in with students to see of they

are understanding and are on task.
 Supporting kids who may need a bit more help.

8.) Rising Action Graphic Organizers (Repeat Activity)

 Have students copy down the organizer as depicted on the board.

 Have student populate the Causes form the Cause Chart.
 Have the students rank their causes form least to most important.
  Have students fill in the Event portion of the organizer.
 Check in with students to ensure they are understanding the activity

9.) Concept of “Consequence.” (Repeat Activity)

 Discuss with students the outcomes of the revolution.

 The oppressed people responded and what did look like?
 The power of the people and what they can achieve.
 Short term out comes
 Long term out comes.
 Fill in the rest of the Rising Action organizer.
 Supporting kids who may need a bit more help.

10.) Historical Significance—Independence.

 Why is this subject so important?

 Discuss as a whole class.
 How was it achieved?

11.) What is the Declaration of Independence and the US Constitution?

 What did the Revolutionaries achieve?

 People are to have individual rights.
 What rights exactly do they have?
 Why is this so unique?

12.) Demonstrating Understanding (Repeat Activity)

 Have students write a paragraph demonstrating their understanding.

 Question: What Emerging ideas and ideologies profoundly influence
societies and events?
 A well structure paragraph of no less than 6 sentences, doubled spaced
and in pen. Can be typed if necessary.
 The students should use this framework
 First sentence—The event (Who, What, Where, When) Describe it.
 Second Sentence—A response to the question.
 Third Sentence: Who was oppressed and what did they do?
 Fourth Sentence: Provide evidence form your chart to support your claim
 Fifth Sentence: Provide evidence form your chart to support your claim.
 Sixth Sentence: Conclusion—restate your answer to the Question if
different words.
 Discuss with the class the various aspects of this paragraph.
  Remind students that they have done this before.
 Brian storm with students on how to actually write the paragraph.

13.) Check In

 Check in and monitor students work.

 Encourage them to seek feedback for classmate before seeking the
teacher’s help.
 Circulate around the room answer questions and clarifying ideas and
concepts.
 Supporting kids who may need a bit more help.

14.) Assessment

 Using the same rubric but a different highlighter to show progress.

Unit 3: French Revolution

Notes: Teacher is to provide a lot less support, as students need to demonstrate
their own abilities to complete the work.

1.) Read the textbooks and complete questions. (Repeat Activity)

 The questions/answers are for the students use only.

2.) Discuss the comprehension questions as a class. (Repeat Activity)

 All vocab terms and concepts are explained and discussed with students.
 All students are expected to participle and engage.

3.) Cause Chart. (Repeat Activity)

 Hand out “Cause Chart” that students are required to complete.

 Using your textbook find at least six things that the Revolutionaries did.
 Find six things that the Monarchy did.
 Now have students rank them from most important to least important.
 Have students decide who is at fault

4.) Evidence; From the textbooks, as primary sources are difficult to obtain.

5.) Introduce the Rising Action Organizer. (Repeat Activity)

 Have students copy down the organizer as depicted on the board.

 Have student populate the Causes form the Cause organizer.
 Have the students rank their causes form least to most important.
  Have students fill in the Event portion of the organizer.

6.) Introduce the concept of “Consequence.” (Repeat Activity)

 What did the oppressed people achieve?

 Fill in the Short Term outcomes—France right after the revolution.
 Fill in the Long Term outcomes—France today.

7.) Historical Significance—Individual rights. (Repeat Activity)

 Why is this subject so important?

 Discuss as a whole class.
 How was it achieved?
 The power of the people and what they can achieve.

8.) What is the Declaration of the Right Man and Citizens?

 What did the Revolutionaries achieve?

 People are to have individual rights.
 What rights exactly do they have?
 Why is this so unique?

9.) Demonstrating understanding. (Repeat Activity)

 Have students write a paragraph demonstrating their understanding.

 Question: What Emerging ideas and ideologies profoundly influence
societies and events?
 A well structure paragraph of no less than 6 sentences, doubled spaced
and in pen. Can be typed if necessary.
 The students should use this framework
 First sentence—The event (Who, What, Where, When) Describe it.
 Second Sentence—A response to the question.
 Third Sentence: Who was oppressed and what did they do?
 Fourth Sentence: Provide evidence form your chart to support your claim
 Fifth Sentence: Provide evidence form your chart to support your claim.
 Sixth Sentence: Conclusion—restate your answer to the Question if
different words.

10.) Assessment

 Collect from students: The Cause Chart, The Rising Action Organizer, and
the Paragraph.
Unit 4; The rise of new Ideas
Students are to demonstrate their understanding of the new ideas and how they affect
the development of Canada.

English Civil War—Supremacy of Parliament—No one is above the law.

American Revolution—Independence—Freedom from oppression.

French Revolution—Individual Rights—Human Right for everyone.

Student may complete this assignment in any format. An essay, a power point, a
cartoon, a video, a news cast, or thing that they feel comfortable doing.

You will be given a week to complete this aspect of the Unit of Revolution. You clearly
state the “Big Picture” and how these new ideas are relevant here in Canada. It is
expected that you put a lot effort into this project. I am not marking for art but for
content.

References:
Articles:

A Bulgren, J., Deshler, D. D., & Lenz, B. K. (2007). Engaging adolescents with LD in
higher order thinking about history concepts using integrated content enhancement
routines. Journal of Learning Disabilities, 40(2), 121-33.
doi:http://dx.doi.org.ezproxy.library.ubc.ca/10.1177/00222194070400020301

Sencibaugh, J. M. (2008). A synthesis of content enhancement strategies for teaching

students with learning problems at the secondary level. Journal of Reading
Improvement,45(2), 84.

Books:

Seixas, P. Morton, T. (2013) The Big Six: Historical Thinking Concepts. Nelson
Education ltd. Toronto Ont

Stipp, S., Gibson, L., Denos, M., Case, R., Miles, J., (2017) Tools for Critical Inquiry:
Teaching Historical Thinking. Critical Thinking Consortium (Tc2). Vancouver, Canada.
Websites:

University od Kansas

https://sim.drupal.ku.edu/content-enhancement-routines

British Columbia Ministry of Education Curriculum

https://curriculum.gov.bc.ca/

The Historical Thinking project

https://historicalthinking.ca/about-historical-thinking-project..

The History Education Network: (Then/HEiR) website

http://thenhier.ca/en/content/about.html

RTI Action Network

http://www.rtinetwork.org/about-us