Social Studies Upcoming Events

The Concept Attainment Strategy is an instrumental strategy used to develop content and to promote thinking through the presentation of examples and nonexamples of a concept. The strategy should be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students. This strategy is appropriate for all grade levels and all content areas.

The Inductive Learning Strategy is an instructional strategy that promotes  thinking.  The strategy can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  This strategy is appropriate for all grade levels and all content areas.  Inductive thinking is a natural process in which the mind observes phenomena, compares and contrasts attributes, and groups and labels data in order to form generalizations, make predictions, or form and test hypotheses.

The materials consist of a VoiceThread, handouts, and sample and model lessons.

The Decision Making Strategy is an instructional strategy that promotes  thinking.  The strategy can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  This strategy is appropriate for all grade levels and all content areas.  This strategy is content focused.  The phases include making a decision, communicating that decision to others, and synthesizing the content and the decisions.  The student may be the decision maker or the evaluator of a decision.

The materials consist of a VoiceThread, handouts, and sample and model lessons.

Every year begins with challenges and question marks about where your students are and what they are coming in knowing. Join GaDOE Social Studies to learn how to find and fill in the gaps K-12. A New Beginning, New Beginnings, Starting Fresh. Resources for this session are located here https://drive.google.com/drive/folder...

Do you want to build a classroom culture that recognizes and celebrates each of your students? Teach them about respecting our differences using names to learn about one another and to recognize our similarities and differences. Resources for this session are located here https://drive.google.com/drive/folder...

Does finding time for Social Studies make you throw up your hands in surrender? Jennifer Zoumberis and JoAnn Wood share ideas for scheduling your day and your lessons in ways that will strengthen both Social Studies and ELA and teach both with fidelity. Save your sanity!! Resources for this session are located here https://drive.google.com/drive/folder...

Resources and strategies that SWIRL in social studies and make a difference for ALL learners grades 6-12. Resources for this session are located here https://drive.google.com/drive/folder...

In this session, the GaDOE Social Studies team shares tips for teaching about 9-11-2001 in age/grade appropriate ways. Resources are highlighted that will help your students to learn about 9-11 and to consider the ways that this event has been remembered since.

The Mystery/Inquiry  is actually two  instructional strategies that promotes  thinking.  These strategies can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  They are  appropriate for all grade levels and all content areas.  In both strategies, there is an event, evidence, explanation, and evaluation.  In inquiry teaching, the teacher presents the event and students formulate possible explanations,

The materials consist of a VoiceThread, handouts, and sample and model lessons.

 This is copied and pasted directly from the video weblink: "Dr. Elfrieda (Freddy) H. Hiebert describes 7 facts about a generative vocabulary approach and describes 7 instructional strategies to support each word fact. Download the presentation slides at http://www.textproject.org/assets/library/powerpoints/Hiebert-2014-02-08-A-Generative-vocabulary.pdf ." Upon registration, an email will be sent to you with the link to the 18 minute video.

Everything you need to know about teaching social studies doesn't come from a book. Some of the best advice comes from watching mentors, avoiding landmines, and lessons learned from teaching experience. Join the GaDOE Social Studies team as they share 88 years of collective wisdom. DISCLAIMER The books used as examples for the Georgia Home Classroom’s Digital Learning Plans were selected by Georgia teachers to reinforce skills and knowledge found within the Georgia Standards of Excellence. The Georgia Department of Education (GaDOE) cannot and does not endorse or promote any commercial products, including books. Therefore, the books that were selected serve as examples and are not endorsed or recommended by the GaDOE. Please remember that when selecting books to support instruction, Georgia’s public school teachers and leaders should consult their local school district’s policy for determining age and content appropriateness for their students. Children’s Literature: The Georgia Council for the Social Studies offers a list of book titles aligned to the Social Studies GSE on their website: https://gcss.net/site/page/view/child...

 Focus your energies on teaching students to think like historians, geographers, economists, and political scientists using read alouds. Be ready to share your own best titles! DISCLAIMER The books used as examples for the Georgia Home Classroom’s Digital Learning Plans were selected by Georgia teachers to reinforce skills and knowledge found within the Georgia Standards of Excellence. The Georgia Department of Education (GaDOE) cannot and does not endorse or promote any commercial products, including books. Therefore, the books that were selected serve as examples and are not endorsed or recommended by the GaDOE.

Please remember that when selecting books to support instruction, Georgia’s public school teachers and leaders should consult their local school district’s policy for determining age and content appropriateness for their students. Children’s Literature: The Georgia Council for the Social Studies offers a list of book titles aligned to the Social Studies GSE on their website: https://gcss.net/site/page/view/child...

Part II: MORE Bright Ideas for Non-Text Sources: Strengthening Literacy Across Social Studies (K-5)   Good social studies instruction is saturated with great questions, rich data, and a multitude of sources. What happens when your students lack the literacy or analysis skills to unpack those resources? Join GaDOE’s JoAnn Wood and Jennifer Zoumberis to learn some quick and easy strategies for reading, writing, and analysis skills specifically

Part II: MORE Bright Ideas for Non-Text Sources: Strengthening Literacy Across Social Studies (K-5)   Good social studies instruction is saturated with great questions, rich data, and a multitude of sources. What happens when your students lack the literacy or analysis skills to unpack those resources? Join GaDOE’s JoAnn Wood and Jennifer Zoumberis to learn some quick and easy strategies for reading, writing, and analysis skills specifically

Ramp up notetaking to re-energize learning. Transform DOK1, fill-in-the-blank, cloze notes into dynamic inquiry based learning opportunities. In this session we will share note taking strategies for direct instruction, individual work, and everything in between. Bring your own ideas to share!

Join the GaDOE social studies team as we explore successful oral history basics. We will share tips, tricks, and resources that lead to dynamic results. DISCLAIMER

The books used as examples for the Georgia Home Classroom’s Digital Learning Plans were selected by Georgia teachers to reinforce skills and knowledge found within the Georgia Standards of Excellence. The Georgia Department of Education (GaDOE) cannot and does not endorse or promote any commercial products, including books. Therefore, the books that were selected serve as examples and are not endorsed or recommended by the GaDOE.

Please remember that when selecting books to support instruction, Georgia’s public school teachers and leaders should consult their local school district’s policy for determining age and content appropriateness for their students. Children’s Literature: The Georgia Council for the Social Studies offers a list of book titles aligned to the Social Studies GSE on their website: https://gcss.net/site/page/view/child...

Dr. Gordon uses the  book This Is Disciplinary Literacy: Reading, Writing, Thinking, and Doing Content Area by Content Area by Releah Cossett Lent as a basis for a VoiceThread on using/teaching reading and writing in disciplines other than English/Language Arts.  Students learn academic content, problem solving, and critical thinking by engaging in the practices of the discipline (science, social studies, mathematics). Students learn and experience the work of each discipline. This work includes the core academic content, skills, norms, and communication tools (reading, writing, and speaking).  She also includes a PowerPoint on Unlocking the Power of Classroom Talk.

The unit Coach Like a Pirate looks at 10 coaching roles.  Exercises include translating the Georgia Standards of Excellence, examining "Look Fors," and then asking if it is Inquiry, and finally analyzing accessibility and rigor.  The folder contains all the handouts, a pdf of the PowerPoint, and the recording of the meeting held with North Georgia RESA.

This was copied directly from the video introductory site:  "GaDOE Intro to Intelligence Virtual Specialist Webinar: the Development of the Field of U.S. Intelligence." Additional information about the presenter can be found on this site: https://www.afcea.org/content/georgia-adds-high-school-coursework-intelligence  After registering, participants will receive links to the 13 videos led by Dr. LaMesha Craft.

Join us for this hands-on workshop that provides methods for adapting instruction that will make learning attainable for all learners. We will share resources and model inquiry-based strategies that are differentiated for all learners.
This is a K-12 workshop with customized examples for different grade bands.

This was copied directly from the website: "Today In Georgia History is an exciting, award-winning educational project that focuses on an historical event or person associated with a particular day in Georgia history. These short segments aired daily on GPB television and radio stations across the state from 2011-2013, and are now archived and available on this site.

GHS and GPB collaborated to provide audiences with this innovative and engaging programming." Vocabulary and daily activities are included. The video segments can be viewed by time periods.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

Dr. Kevin Raczinski has developed videos, PowerPoints, and exercises for laying the foundation for writing, building brief writing exercises, and guiding students through writing exercises.  The materials are for science and for social studies.  It is highly suggested that participants watch the introductory video first.

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of kindergarten and first grade students, Jennifer Borngesser from Fayette County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for verbal thinkers, quantitative thinkers, and nonverbal thinkers as well as ideas for cross-curricular critical thinking tasks." To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of first and second grade students, Jennifer Borngesser from Fayette County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for verbal thinkers, quantitative thinkers, nonverbal thinkers as well as ideas for cross-curricular critical thinking tasks." (1 hour); To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.;  

 The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of third and fourth grade students, Shakeerah Brodie from Clayton County defines critical thinking and why it is important including, the relationship to Bloom’s Taxonomy. She also shares some activities for English Language Arts, Social Studies, Math, Science, Fine Arts, and Physical Education." To report an issue with the event link, please email the event contact."  Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.

The following was copied directly from the GDOE PL site:  "This video is part of a series that provides strategies and resources for gifted educators. In this video for educators of fifth and sixth grade students, Shakeerah Brodie from Clayton County defines critical thinking and why it is important, including the relationship to Bloom’s Taxonomy. She also shares some activities for English Language Arts, Social Studies, Math, Science, Fine Arts, and Physical Education." To report an issue with the event link, please email the event contact. Primary Contact: Mary Jean Banter - This email address is being protected from spambots. You need JavaScript enabled to view it.

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through some of these writing questions so that they are more successful when they respond independently. (Video 3)

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through these writing questions so that they are ultimately more successful when they respond independently. (Video 3)

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through some of these writing questions so that they are more successful when they respond independently. (Video 3)

In this series of 3 brief videos, our main purpose is to illustrate a practical process for incorporating writing into science and social studies classrooms, in purposeful ways.

We define “purposeful” as writing that helps students learn and communicate content understanding.

Writing is simply a method we use to teach and assess content.

Step 1: Lay a foundation: Build students’ understanding of the vocabulary for informational writing, which is a common type of writing in science and social studies. (Video 1)

Step 2: Prioritize writing on standards that require higher-order, critical thinking. (We will explore examples). Build brief writing questions aligned to these. (Video 2)

Step 3: Guide students through some of these writing questions so that they are more successful when they respond independently. (Video 3)

In this series of 3 brief videos, our main purpose is to provide perspective and related exercises on helping students elaborate. When we elaborate, we explain further.

These exercises are age-appropriate and brief. They are designed to give students practice and familiarity with this skill.

Video 1: Elaborating on textual evidence from fiction texts.

Video 2: Elaborating on textual evidence from non-fiction texts: ELA and SS.
Video 3: Elaborating on textual evidence from non-fiction texts: ELA and Science

In this series of 3 brief videos, our main purpose is to provide perspective and related exercises on helping students elaborate. When we elaborate, we explain further.

These exercises are age-appropriate and brief. They are designed to give students practice and familiarity with this skill.

Video 1: Elaborating on textual evidence from fiction texts.

Video 2: Elaborating on textual evidence from non-fiction texts: ELA and SS.
Video 3: Elaborating on textual evidence from non-fiction texts: ELA and Science

In this series of 3 brief videos, our main purpose is to provide perspective and related exercises on helping students elaborate. When we elaborate, we explain further.

These exercises are age-appropriate and brief. They are designed to give students practice and familiarity with this skill.

Video 1: Elaborating on textual evidence from fiction texts.

Video 2: Elaborating on textual evidence from non-fiction texts: ELA and SS.
Video 3: Elaborating on textual evidence from non-fiction texts: ELA and Science

In this series of 3 brief videos, our main purpose is to provide perspective and related exercises on helping students elaborate. When we elaborate, we explain further.

These exercises are age-appropriate and brief. They are designed to give students practice and familiarity with this skill.

Video 1: Elaborating on textual evidence from fiction texts.

Video 2: Elaborating on textual evidence from non-fiction texts: ELA and SS.
Video 3: Elaborating on textual evidence from non-fiction texts: ELA and Science

There are 26 videos on instructional strategies that can be used in social studies. The target for these videos is 2nd grade teachers; however, these can be adapted to other grade levels. Assessment strategies are included.

Join the GaDOE Social Studies team for this 90-minute virtual session focused on 8th grade Georgia Studies. We discuss content standards alignment, effective review strategies, and instructional best practices to support teachers, including but not limited to teachers in schools impacted by an interruption in instructional time. Our goal is to help all teachers and students best prepare for the assessment.

Recorded:  Nov. 12, 2024

Join the GaDOE Social Studies team for this 90-minute virtual session focused on high school U.S. History. We discuss content standards alignment, effective review strategies, and instructional best practices to support teachers, including but not limited to teachers in schools impacted by an interruption in instructional time. Our goal is to help all teachers and students best prepare for the assessment.

Date Recorded:  Nov. 7, 2024

Teachers will meet to review the district pacing guide and ensure instruction stays on track throughout the school year. During these meetings, teachers will discuss standards that have been taught, identify upcoming standards, and make pacing adjustments when needed based on student progress.

Teachers will meet to review the district pacing guide and ensure instruction stays on track throughout the school year. During these meetings, teachers will discuss standards that have been taught, identify upcoming standards, and make pacing adjustments when needed based on student progress.

Teachers will meet to review the district pacing guide and ensure instruction stays on track throughout the school year. During these meetings, teachers will discuss standards that have been taught, identify upcoming standards, and make pacing adjustments when needed based on student progress.