The Time Traveler

For Secondary Social C&I Professional Learning day, we focused on Dr. Ferguson's FIVE observation points (Frequent Student Discourse, Student Engagement, Meaningful Student Engagement, Effective Inquiry/Questioning Strategies, Constructive Feedback, and Appropriate use of Technology).

But...what does this mean for Social Studies classrooms across our district?

Prosper ISD's Social Studies classrooms epitomize the highest standards of effective teaching and learning. Classrooms are lively with discussion where students are thinking critically and engaged in the course by making real-world connections. Inquiry-driven discussions are the norm, and constructive feedback is seamlessly integrated to enhance learning.

The choice sessions would not have been possible with out our phenomenal teacher leaders for facilitating!!! They created engaging lesson filled with instructional strategies that can immediately be in implemented into the classroom. You were all AMAZING!!!

Did you miss a session?? Please click on the October 5th agenda to access all the amazing presentations and resources.

Thank you again to all of our presenters and facilitators from October 5th. It was a fantastic day of learning! This month, I am collaborating with our 6th, 7th, 8th, and U.S. History teams to design performance tasks. We also have our first Historical Thinking task force meeting coming up on the 17th. This work will help us get all students thinking deeply and critically across all social studies classes!

We are excited to shine a spotlight on exceptional collaborative teams across the district.

The 7th grade Texas History team at Hays have vulnerable data conversations about how their students perform on both formative and summative assessments. The team shares the instructional strategies used, and how those correlate with the data from the assessments. The team also plans how to intervene for students who missed the mark, and truly have an "our kids" mentality.

RHHS US History backward design prior to starting the unit and collaborate on how to best include high-yield instructional strategies that not only foster critical thinking, but allow students to personalize their learning. The team collaboratively plans interventions and extensions to ensure they meet all students' needs.

The 8th-grade US History team at Reynolds Middle School is dedicated to providing their students with engaging and relevant learning experiences. They actively encourage students to delve into inquiry and analyze primary sources to understand the Boston Massacre. This commitment extends to incorporating instructional strategies that cultivate skills with real-world applications.

“The aim is to get the students actively involved in seeking evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning.” John Hattie

Teams across the district are using the Social Studies Playbook to get students engaged in the content and talking with their peers. Scroll down to see some amazing strategies in actions!

PHS AP US history participated in Cafe Conversation to increase student discourse in the classroom. Students formed new groups each round where they discussed, sketched and summarized based around the Q: How revolutionary was the American Revolution?

Instructional Strategy One Pager Coming soon!

PHS American Studies students perfectly blended Social Studies and English by creating Acoustic poems to represent Federalism.

Click here for the Acrostic Instructional Strategy.

Hays 7th Grade used the consensus placemat to dive deep into their essential question "Why do People fight?" when discussing Mexico's war with Spain.

Click here for the Consensus Placemat Instructional Strategy.

RHHS US history students used Dice Dialogue Activity to discuss and review the Gilded Age.

Click here for the Dice Dialogue Instructional Strategy.

RHHS Government students summarized their learning of the day by writing one sentence GIST summaries. This is great way to check for student understanding and give immediate feedback.

Click here for the GIST Summary Instructional Strategy.

WGHS US History students made connections with key people, events, and terms during the Progessive Era.

Click here for the Hexagonal Thinking Instructional Strategy

Rogers US History students cemented their learning of America's Founding documents by using the Rank-Talk-Write Instructional Strategy, by first ranking the three documents, then discussing with their peers, before writing.

Click here for the Rank-Talk-Write Instructional Strategy.

RHHS US Government students actively engaged in civil discourse using the Slide and Divide Instructional Strategy where they were paired up with someone with an opposing viewpoint.

Click here for the Slide and Divide Instructional Strategy.

WGHS US history students participated in Speed Dating rounds where they made connections during the Progessive Era by taking on perspectives of famous Muckrakers.

RHHS AP US History students used Speed Dating to gather evidence over the American Revolution and how prepared America was.

Click here for the Speed Dating Instructional Strategy.

This month we added the following strategies!

• Cross the Line: Engage students in critical thinking and meaningful discussions by posing thought-provoking questions related to Social Studies topics.
• Save the Last Word: Use this discussion protocol to give each person in the group an opportunity to have their ideas, understandings, and perspective enhanced by hearing from others and ultimately gain a deeper understanding of the issue.
• Perspective Speed Dating: Students embody the roles of historical individuals/countries , conducting research based on guided questions, and then engaging in discussions to better understand historical events and differing perspectives.
• Philosophical Chairs: Students take a position on an issue and then try to influence the opinions of others through logical arguments and facts.
• Slide and Divide: Students answer an essential question using the CER (Claim, Evidence, Reasoning) structure, and then engage in a debate with peers based on their positions.

Please reach out to Jessie and Mandy if you want a brainstorm on how to add strategies to your course!

Use the button below for quick access to the table of contents and SS Instructional Playbook.

November 3rd is Father of Texas Day, in memory of Stephen F. Austin, the great pioneer patriot and the real and true Father of Texas. Father of Texas Day shall be regularly observed by appropriate and patriotic programs in the public schools to properly commemorate the birthday of Stephen F. Austin and to inspire a greater love for this beloved state. Gov’t Code 662.045

Click here for resources.

Check Them Out Below:

• September 2023, August 2023, May 2023, April 2023, March 2023, February 2023, January 2023; December 2022; November 2022; October 2022; September 2022; August 2022

If you need ANYTHING, please do not hesitate to reach out! We are here to support YOU!

Secondary Social Studies C&I

Andrea, Jessie and Mandy