8th Social Studies PD

8th Social Studies PD

April 28, 2017

Today’s Agenda● PSAT Overview & Connections

○ PSAT Test & Answers (Reading Test only)○ Appendix A of Teacher Implementation Guide

for Redesigned SAT○ Common Question Stems

● Construction vs. Instruction○ Vocabulary○ Close Reading

● Engagement○ Partner Question Sort & Talk Moves○ Post-it Question analysis

PSAT Overview PSAT 8/9

Total Time 2 hours & 25 minutes

Components 1. Evidence based Reading & Writing (Reading test & Language test)2. Math

Score Reporting Total Score: ranges from 240 - 1440 Section Score: ranges from 120 - 720

Reading test 55 minutes; 42 questions

Writing and Language test 30 minutes; 40 questions

Math test 60 minutes; 38 questions

Total 145 minutes; 120 questions

● When you take the PSAT 8/9, you’ll be asked to read a passage from U.S. founding documents or the

global conversation they inspired.

● The U.S. founding documents, including the Declaration of Independence, the Bill of Rights, and the

Federalist Papers, have been inspired by and have helped to inspire a conversation that continues to

this day about the nature of civic life.

● Authors, speakers, and thinkers from the United States and around the world, including Edmund Burke,

Mary Wollstonecraft, Nelson Mandela, and Mohandas Gandhi, have broadened and deepened the

conversation around such vital matters as freedom, justice, and human dignity.

● The PSAT 8/9 includes texts from this global conversation. The goal is to inspire a close reading of

these rich, meaningful, often profound texts, not only as a way to develop valuable college and career

readiness skills but also as an opportunity to reflect on and deeply engage with issues and concerns

central to informed citizenship.

US Founding Documents & the Great Global Conversation

Words in Context● Many questions on the PSAT 8/9 focus on

important, widely used words and phrases

found in texts in many different subjects.

● Some questions ask you to figure out a

word’s meaning based on context.

● The redesigned exams will engage

students in close reading and honor the

best work of the classroom.

● The Evidence-Based Reading and Writing section

asks you to interpret, synthesize, and use

evidence found in a wide range of sources (such

as tables, charts, and graphs, as well as

multi-paragraph passages)

● For every passage or pair of passages you’ll see

during the Reading Test, at least one question will

ask you to identify which part of the text best

supports the answer to the previous question.

● In other instances, you’ll be asked to find the best

answer to a question by pulling together

information conveyed in words and graphics.

Command of Evidence

https://collegereadiness.collegeboard.org/psat-8-9/inside-the-test/reading

PSAT

Types of Texts

Types of Questions

Text Features & Complexity

Possible Student Struggles

PSAT Sample TestPlease do the following:

1. Jot down your thoughts on the Circle Map as you preview the Reading portion of the PSAT.

2. Be prepared to share out

(3 - 5 minutes)

PSAT

Types of Texts

Types of Questions

Text Features & Complexity

Possible Student Struggles

Appendix “A” Instructional Strategies & Keys to the SATStrategies...from MSTEP PD Trainings

● Varied level of text complexity (p. 76)● Multiple reading passages for analysis

and synthesis (p.76)

● Scaffolded texts (Texts Says/Does)● Venn/compare & contrast● Visual representations

● Include graphs, charts, etc. (p. 76) ● OPTIC

● Author’s craft: word choice, structure, etc. (p. 76)

● DIDST ● (diction, imagery, detail, syntax, tone)

● Analyze history & social studies passages (US Founding Docs) (p. 76)

● SOAPSTone

Construction vs. Instruction

“Better learning will come not so much from finding better ways for the teacher to

INSTRUCT, but from giving the learner a better way to

CONSTRUCT meaning.”

(From Thinking Maps; A Language for Learning)

Vocabulary: Circle Map

Civil War Reconstruction

1. Draw a circle map

2. Label the middle circle “Civil War Reconstruction”

3. Take 60 seconds to list terms, concepts, people, vocab, etc. associated with Reconstruction

Vocabulary: Circle Map

Civil War Reconstruction

1. Draw a circle map

2. Label the middle circle “Civil War Reconstruction”

3. Take 60 seconds to list terms, concepts, people, vocab, etc. associated with Reconstruction

_ _ _

Share w/partner and highlight only the ones you have in common.

Circle Map

CWR

1. Draw a box around your circle (frame)

2. Write “Student perspective” on the top of the frame.

3. With your partner, discuss and circle items you believe your students could generate about Reconstruction.

.

Student Perspective

Constructing Meaning with the Circle Map1. Allows students to generate ideas about a

topic or concept2. Allows for student discussion in

non-threatening way3. Provides engagement through dialogue and

interaction4. Allows the teacher to see how kids are

thinking about and constructing meaning around a topic

5. Use as a brainstorming or defining activity...then return to the map after instruction to add new learning

Constructing Meaning through Close Reading x 4

What do we need kids to know?

● Cause and Effect● Sequence of Events● Main ideas & Details● Compare and Contrast

4 Documents

Multi-Flow Map

Multi-Flow Map for Cause and Effect

● Read Document “A” focusing on the Causes of the Civil War

● Underline important details

● Write one word or phrase of summary in the left hand column

Multi-Flow Map

Civil War

Causes

Causes

Causes

● Create just the LEFT side of the Multi-Flow Map

● Begin with the event in the middle

● With your partner, go back to Document “A” and pull out information that shows the CAUSES of the Civil War

Multi-Flow Map for Cause and Effect

● Read Document “B” focusing on the Effects and outcomes of the Civil War

● Underline important details

● Write one word or phrase of summary in the left hand column

Multi-Flow Map

● Add the RIGHT side to the Multi-Flow Map

● With your partner, go back to Document “B” and pull out information that shows the EFFECTS of the Civil War

Civil War

Effects

Effects

Effects

Multi-Flow Map for Cause and Effect● Examine Documents “C” & “D” ● Underline important details● Add to your Multi-Flow map where

appropriate● Discuss and share with partner

Multi-Flow Map: Adding a Frame of Reference

● Draw a Frame around your Multi-Flow map

● Color Code each of your causes and effects by what document you pulled the information from

● Color Code:○ Doc A = yellow○ Doc B = orange○ Doc C = green○ Doc D = pink

Constructing Meaning with the Multi-Flow Map1. Allows students to generate ideas about a

topic or concept and see cause & effect relationship

2. Allows for student discussion in non-threatening way

3. Provides engagement through dialogue and interaction

4. Allows the teacher to see how kids are thinking about and constructing meaning around a topic

5. Provides for analysis of sources and organization of references

Flow Map

Flow Map for Sequencing● Choose Document “C” or “D”● Document “C” = Pretend you are Abraham

Lincoln● Document “D” = African American in the

South● Pull out what you believe to be the 5

or 6 most important events according to your person

Flow Map● Draw a Flow Map● Put a Frame around your

Flow map and write “Abe Lincoln” or “Af. Am. in South” on top

● In each box write your chosen event

● Events must be in chronological order; use the arrows to show direction

● Partner share; share out

Abe Lincoln

You can add boxes underneath for more detail...

Constructing Meaning with the Flow Map1. Allows students to identify and order ideas

about a topic or concept2. Allows for student discussion in




5. Provides for analysis of perspectives and points of view

Brace Map

Brace Map for Main Idea and Details

● Breaks down a “whole” into “parts”

● Review Document “B” for the 13th, 14th, and 15th amendments

● Draw a Brace Map

Brace Map for Main Idea and Details

● Breaks down a “whole” into “parts”


● Draw a Brace Map & complete

ReconstructionAmendments

13th

14th

15th

January 1865

Outlawed Slavery

Brace Map for Main Idea and Details● Breaks down a

“whole” into “parts”


● Draw a Brace Map & complete

● Add a frame w/source reference

ReconstructionAmendments

13th

14th

15th

January 1865

Outlawed Slavery

Constructing Meaning with the Brace Map1. Allows students to identify main ideas and

details about a topic or concept2. Allows for student discussion in




5. Allows students to see the relationship between the whole and the parts

Double Bubble Map

Double Bubble Map for Comparing and Contrasting

● Review the Emancipation Proclamation from Document “A”

● Review the 13th Amendment from Document “B”

Double Bubble Map for Comparing and Contrasting● On right hand side, put “EP”

in big middle bubble.

● On left hand side, put “13th” in the big middle bubble

● In the middle bubbles, list commonalities

● On the outside bubbles, list corresponding differences

● Add frame of reference

EP 13th

Constructing Meaning with the Double Bubble Map1. Allows students to identify main points and

counterpoints about a topic or concept2. Allows for student discussion in




5. Allows students to think critically about concepts

Back to the PSAT….

● 18 most common question stems pulled from released PSAT & SAT tests

● Use stems to formulate questions and mimic the language kids will see on PSAT after constructing meaning with texts

Power VerbsSuggests Expands on Observes Criticizes Berates Demonizes

Acknowledges Underscores Exaggerates Quotes Contrasts Argues

Illustrates Connects Closes Asserts Urges Belittles

Emphasizes Downplays Supports Classifies Persuades Juxtaposes

Clarifies Concedes Challenges Trivializes Ridicules Minimizes

Flatters Establishes Draws/calls attention to

Defines Analyzes Exposes

Implies Qualifies Debates Denigrates Dismisses Evokes

Narrates Foreshadows Concludes Attacks Affirms Vilifies

Demonstrates Praises Explores Induces Compares Describes

Exemplifies Counters Admits Introduces Discusses Determines

Partner Activity: P/SAT & Talk Moves● Look over Documents A & B● With a partner, sort the items in your envelope into 3 questions

○ Using talk moves, identify the one CORRECT answer for each question.■ “I agree and why…”■ “I disagree and why…”■ “I got the same answer because both you and I…”

○ Using talk moves, discuss evidence from the passages that best supports your answer choice. ■ “What made you think of that?”■ “What is your evidence?”

P/SAT Style Questions ● You need 4 post it notes. Label them 1,2,3,4● Answer the question (A,B,C,D) with your

best guess. Put your initials on each post it.● When prompted, put your post it on the

appropriate question poster.● Return to your seat.

P/SAT Style Questions1. The passage’s discussion of “Due Process” (Document B)primarily serves to…

A. Explain the limitations of the government when passing and enforcing lawsB. List the ways the government has denied its citizens Due ProcessC. Call attention to the effect that Reconstruction has had on the ability for the

nation to make and pass lawsD. Demonstrate the impact of the 14th Amendment

P/SAT Style Questions2. The reference to the “Black Codes” (Document D; 1865) serves mainly to …

A. Illustrate legislation that was created to help freed men become productive members of society

B. Acknowledge that states were still limiting the rights of former slaves even the passing of the 13th Amendment.

C. Explain how congress passed laws to help freed menD. Emphasize the many ways some states tried to limit the right of former slaves

P/SAT Style Questions3. According to the map in Document “A”, which statement is true about the darker shaded states?

A. They were free states and territories closed to slaveryB. They were states formed by the Missouri CompromiseC. They were far larger and more populated than the lighter shaded statesD. They were slave states and territories open to slavery

P/SAT Style Questions4. As used in Document “B”, paragraph one, “abolish” most nearly means

A. ratifiedB. freedC. outlawedD. emancipated

Exit: Question DiscussionQuestion Most popular

answerRight Answer Explanation

1 A

2 B

3 D

4 C

One last thing...● Read the NEWSELA article

“Presidential and Radical Reconstruction after the U.S. Civil War” (Lexiled at 1040)

● What do you need your students to know?

● What map(s) could you have them use to construct meaning?

Map Meaning Constructed

Circle

Multi-Flow

Flow

Brace

Double Bubble

https://newsela.com/articles/lib-ushistory-reconstruction/id/29054/

https://newsela.com/articles/lib-ushistory-reconstruction/id/29054/

8th Social Studies PD

Documents

Transcript of 8th Social Studies PD