Social+Studies

=**Cool Tools for Learning: Social Studies**=
 * Facilitated by: John Lee**
 * Room: Clark**

=Digital History: Reading the Lincoln Telegrams=


 * Guiding Question**: What was life like for President Lincoln as evidenced through his use of the electronic telegraph?

- Describe the roles that Lincoln assumed as president. - Analyze telegram memos written by Lincoln using the SCIM-C model. - Infer what daily life was like for Lincoln in 1864. - Communicate your findings on our Lincoln Telegrams wiki.
 * Learning Outcomes**

- [|Reading Anchor Standard 1]. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
 * Common Core Standards**

- SCIM-C heuristic for analyzing historical documents ([|http://www.historicalinquiry.com]) - Lincoln Telegrams wiki ([])
 * Tools Used for this PBI**

or
 * Procedures**
 * Background on the Lincoln Telegrams
 * Review [|SCIM-C multimedia tutorial]
 * Access the Lincoln telegrams wiki at []. Working in pairs, analyze one of the telegrams listed below to determine the readability of the telegram for a targeted group of students. Use the [|Common Core measures of text complexity]to make this determination. You can do a quantitative measure of readability at [].
 * Conduct an analysis using the SCIM model. You can access the SCIM questions [|here]. You can use either of the two forms available
 * The final step is to post you analysis on the [|Lincoln Telegrams wiki]. You should create an account on the wiki or use these credentials ID=ImpactV Password=impact.

The telegrams

[|November 12, 1864] [|November 22, 1864] [|December 7, 1864] [|December 28, 1864] [|January 11, 1865] [|January 14, 1865]

The SCIM Questions Developed by David Hicks, Peter Doolittle and Thomas Ewing, Virginia Tech University []

Summarizing 1. What type of historical document is the source? Telegram, 12/28/1864 2. What specific information, details and/or perspectives does the source provide? 3. What is the subject and/or purpose of the source? 4. Who was the author and/or audience of the source?

Contextualizing 1. When and where was the source produced? Dec 28' 1864 2. Why was the source produced? Deal with care call vote on Pres. lincoln 3. What was happening within the immediate and broader context at the time the source was produced? 4. What summarizing information can place the source in time and place?

Inferring 1. What is suggested by the source? Lincoln is calling Butler out 2. What interpretations may be drawn from the source? Lincoln eas upset with Butler's leadership 3. What perspectives or points of view are indicated in the source? 4. What inferences may be drawn from absences or omissions in the source?

Monitoring 1. What additional evidence beyond the source is necessary to answer the historical question? 2. What ideas, images, or terms need further defining from the source? 3. How useful or significant is the source for its intended purpose in answering the historical question? 4. What questions from the previous stages need to be revisited in order to analyze the source satisfactorily?

=Visualizing Information: Gapminder= ==


 * Guiding Question:** What historical stories can we uncover from data on income per person and life expectancy?

- Analyze economic and social conditions in various places around the world. - Determine changes in living conditions during the 20th century using income and life expectancy data. - Analyze how living conditions changed in the 20th century. - Create a story that describes some event on display in Gapminder.
 * Learning Outcomes**

- [|Writing Anchor Standard 3]. "Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences." and specific grade level standards such as W.8.3. "Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences."
 * Common Core Standards**


 * Tools Used for this PBI**
 * - [|www.gapminder.org/]

//As an introduction to Gapminder, see this video of Hans Rosling, inventor of Gapminder, predicts the exact date when China and India will have the same income per person as the U.S.//video is available at []


 * Procedures**
 * Access GapMinder.org at [|www.gapminder.org/]
 * Click on [|GAPMINDER WORLD] at the top of the page
 * Explore this Gapminder World Guide [|here]
 * Investigate the [|Wealth & Health of Nations] chart on GapMinder. This chart displays information over time about nations of the world from multiple data sets including life expectancy, income per person, and population. Click the play button to see how countries have developed in terms of these measure since 1800.
 * Find a story in the Wealth & Health of nations chart and post your findings as a reply to [|this forum].

=Reading Chronology: Chronozoom=


 * Guiding Question**: How does human history fit in the larger scope of the history of the Cosmos?

- Describe the concept of Big History - Situate human history in the larger context of the history of the Cosmos.
 * Learning Outcomes**

- [|Reading Standards for History / Social Studies]. 6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. (//Note: Similar standards for grade bands 9-10 and 11-12 are also relevant i.e. RH. 9-10.7, 9-10.8, 11-12.7, and 11-12.8//)
 * Common Core Standards**

- []
 * Tools Use for this PBI**


 * Procedures**
 * Launch Chronozoom and watch the tour of the Chronozoom tool [|here].
 * Watch historian David Christian explain the theory of Big History. Try to navigate there yourself in Chronozoom. It's "Threshold 6. The Origins of Human Beings." You'll find this along the top on the timeline. If you have trouble you can follow this [|link].
 * How might you use the visual content available in Chronozoom with other print or digital text that you are already using in your classroom? Post your ideas to [|this Stixy site.]