In this column, the focus each issue is to “repackage” learning plans so that they center on learning experiences at a higher level of thinking that offer more rigor. This article reflects an exchange that Paige Jaeger had with a 4th grade classroom teacher to upgrade a learning plan.

CLASSROOM TEACHER: Betty Burns

GRADE LEVEL: 4

CONNECTING WITH CONTENT

From sea to shining sea, we find blue and yellow signs denoting pieces of history and locations of historical significance. They dot the landscape from Seattle to Miami describing people, places, and events such as the “first recorded bee sting death (Fairport, New York) to the death of Blackbeard the Pirate (Okracoke, North Carolina).

These signs provide a perfect opportunity to model an alternative “knowledge product” for local history units. Local history is often ho-hum transfer of information in a PowerPoint or report. With new Social Studies standards sweeping the nation, this is a perfect chance to suggest an unconventional creative assignment.

The new C3 Social Studies Frameworks operate under an “Arc of Inquiry” which could be a librarian’s new PSA. In addition, the frameworks also acknowledge that we study history so that mistakes are not repeated, and this premise should compel citizens to improve society. In fact, they refer to social studies within the new C3 standards as “civic learning.” With this additional focus on “civic action,” our local history units may provide us with an opportunity for local advocacy.

The following dialog repackages a local history unit and ends with the suggestion of having students collaboratively create local historical markers. If your students advocate for new signs (or refurbish some existing older ones) in their community, they are reaching the Social Studies goal of civic action.

Side note: Our highways are also littered with “imposter landmarks” erected by those with money and an axe to grind: “On this site stood a local market bankrupted by the monopolistic, make-it-cheaper-in-China, anti-union, big box store where you shop.” Norm Magnusson’s mission is to erect these all along Highway 75, delivering social commentary to fuel thinking. This is also mentioned in the new Social Studies standards as “dichotomous thinking” (http://www.funism.com/art/I75project.html).

Hello Miss Paige,

I am currently a fourth [grade] classroom teacher. In Social Studies, we focus on Ohio History. For the past two years, during the last quarter of the school year, students have researched and presented a Famous Ohioan. I gave the students a list of people from which to choose. I gave them a checklist of information to include—name, likeness, birthplace, three facts about them, their contribution to Ohio, and a famous quote. I let them choose a method to present—a poster, dress-up, or a diorama.

The grading rubric gave points for completing the checklist, as well as points given for using formal English, speaking with enthusiasm and loudly enough to be heard. Many of the Famous Ohioans are in our textbook. Little or no research outside of the text was actually required to earn a high mark for the project. I took them to the computer lab to help print a picture of the person from the web because many students do not have working printers at home.

This year my goal is to have them research and present twice: an 18th- or 19th-century person for the first semester; a 20th- or 21st-century person for the second semester. By having two separate projects, they will be introduced to historical and then contemporary Ohio figures.

How can I change their research and presentations from “transfer of information” to what is expected of them in following the Common Core State Standards? I know they need to be given the opportunity to process on a deeper level, but I’m unclear as to how to “set up the assignment” for them to be engaged in the research process and develop a presentation method that lets them “be in charge.”

I am anxiously awaiting your guidance.

Truly,

Betty

Hi Betty—

You are on the right track in thinking that your students could benefit from added rigor and a bit of relevance. I commend your goal to move to “transformation” of the facts rather than mere transfer. Local history is often done in isolation rather than in relevance to current life. You gave your students an opportunity to present their knowledge, but this could be improved by requiring them to speak with evidence, argument, and to advocate for something.

Essential Questions

You can wrap the new research project up into an essential question (EQ), which brings the student into the historical picture. I have listed below a few EQ examples that might prove helpful in your brainstorming.

Sample EQs: Choose one or create one based on some of these thoughts:

• Why is your life different because of this famous person?

Create an Evidence-based Claim (EBC)

• How did this person help change Ohio? Craft an argument as to why this person was a change agent, and require them to speak with the SS “practices” or lenses.
• Why does this person deserve to be in an Ohio Hall of Fame?

Build an EBC and support your nomination.

• If we were to build a timeline of change agents, who would be on it and why? (This timeline could be built virtually or on large paper.)
• Craft an award for your famous Buckeye. What should they be recognized for and why?
• If you were given $1000.00 to create a historical landmark, which famous Buckeye would you erect this for? Or, which GPS coordinates would you spotlight with a landmark and why?
• If you were to build a virtual Geo-caching map on Google Earth for Famous Ohioans, who would you include and why? Build an argument on why your person should be included.

All of these examples require students to do research to find out why people or places are significant. These questions require synthesis of information in order to answer a higher-level question such as, “Why would they deserve a historical marker?” These questions support the CCSS standards for kids to “speak with authority” and not just their opinions. They require students to cite sources and find some “evidence.”

Synthesizing Facts

To synthesize the facts they find on their people, you can have them look at their information through different Social Studies lenses: historical, political, scientific, geographical, economic, agricultural, cultural, etc. When students synthesize the facts, they “transform” them into claims, awards, reasons for fame, crafting awards, etc. You can even ask them to consider “which lenses their person affected.” Did they affect the economy? Ohio’s culture? Did they affect Ohio’s political lenses? Did they do something to impact the course of history? By considering the impact their famous Buckeye had, they are innately synthesizing facts.

Transforming Assignments

To transform assignments from rote and recall, there needs to have an authentic knowledge product—rather than a “report.” When you transform the final product from a report to a “product,” you are usually embracing the more creative end of Bloom’s taxonomy. Even if you must meet a writing assignment, a project could be added. If you have access to technology, their presentations could be via technology or low-tech papers. Brainstorm with your librarian as he or she may have ideas. You could build an Ohio map (virtual map) with “think links”—talking points. Etc. You could create a virtual timeline. Your students could advocate for local recognition.

By embracing the Social Studies arc of Civic Action (which compels students to make a difference in society), this project could give students an opportunity to advocate for a cause. They could raise awareness, money, or campaign for new blue and yellow landmarks. That is the highest form of knowledge. That is how we build change agents of tomorrow.