Minnesota Center for Social Studies Education (CSSE) - Elementary Resources

Grade Level:

You can also see this video in English.

Subjects:

History

Geographic Inquiry: Video with Transcript in Spanish

miaozhen.li — Thu, 16 Feb 2017 15:46:20 +0000

Length:

4:56

Narrador: ¡Hola todos! ¡Conozcan a Pa y José! Sigan adelante y vean cómo Pa y José usaron el proceso de investigación para responder a una pregunta de la geografía y como comunicaron con otros lo que aprendieron.

Narrador: Entonces, ¿Cómo se usan el proceso de la investigación para examinar los problemas sobre DONDE se encuentran unas cosas y CóMO se relacionan uno al otro?

Narrador: El proceso de la investigación tiene cuatro pasos para ayudarnos: solucionar problemas de la geografía: preguntar, pensar críticamente, resolver problemas y comunicarse.

Narrador: Antes de empezar la investigación de la geografía, hay que aprender como usar las herramientas y habilidades que se usan lo geógrafos. ¡Sigan adelante para ver como Pa y José aprenden las habilidades de la geografía y como usaron el proceso de investigación para aprender sobre el mundo en que vivimos!

Narrador: Como Pa y José van a contestar las preguntas sobre la ubicación de un lugar (también conocido como preguntas del espacio), van a usar las herramientas que nos muestran donde se encuentran diferentes cosas; una herramienta geográfico es un mapa. Una colección de mapas se conoce como un atlas.

Sra. Adams: Hoy van a usar un atlas para contestar preguntas especificas sobre la geografía. Por favor, usen los mapas, graficas y tablas que se encuentran en el atlas. Van a escoger “La información mas apropiada” o la información relacionada con la pregunta que se encuentra en el atlas para poder encontrar las respuestas.

Pa: Primero, encontramos las respuestas sobre las preguntas de los Estados Unidos y los países vecinos, como Canadá en el norte y México en el sur.

José: Yo use una grafica que había en el atlas para aprender sobre las poblaciones de los Estados Unidos, Canada y México.

Narrador: Ahora como Pa y José han practicado como usar un atlas, ellos están listos para usar otras herramientas geográficas para preparase para el proceso de la investigación. Fotografías y imagínese de los satélites también son herramientas que muestran lugares.

Maestra: Ahora, como han practicado como usar un atlas, Uds. Van a usar fotografías y imágenes de los satélites para interpretar información espacial sobre los Estados Unidos y Canada.

Pa: Nosotros hemos visto unas fotografías que se llaman fotos aéreas para contestar preguntas sobre unas ciudades diferentes, cuerpos de agua y lugares importantes de nuestro país.

José: Luego, miramos los imágenes de los satélites de unos lugares en Canada y con esto pudimos contestar unas preguntas sobre este país.

Narrador: Es una aventura divertida, ¡¿No?! Nuestros estudiantes han aprendido como utilizar una herramientas especializadas para estudiar la geografía, ahora están listos para la pregunta de la investigación.

Sra. Adams: Estamos listos para usar el proceso de la investigación para contestar una pregunta sobre la geografía.

Pa: Sra. Adams nos preguntó sobre un problema geográfica de nuestra comunidad – las inundaciones.

Sra. Adams: Como se afectan las inundaciones las comunidades de la valle del río Rojo?

Jose: Nuestra maestra nos mostró unas fotos de la valle del río Rojo antes y durantes las inundaciones.

Narrador: El proceso de la investigación esta hecho de una variedad de habilidades. Estas herramientas te ayudan pensar críticamente y si investigas con la geografía también te ayuda entender como pensar en lo espacial.

Sra. Adams: Como para de la investigación de la geografía, hay que recaudar información de varias fuentes de información y luego organizar y analizarla buscando los patrones y las relaciones.

Sra. Adams: Pa y José van a compartir sus conclusiones con el ayuntamiento en su próxima reunión.

Narrador: Cuando se usa el proceso de la investigación sobre geografía, es importante identificar las perspectivas locales y globales. Hay que ver las diferentes perspectivas de cada problema. Su comunidad se puede se afectada por algo que tiene que ver con su ubicación en el mundo. Ir mas allá que el salón de clase es importante cuando investigas con geografía.

Video Series:

Grade Level:

You can also see this video in English.

Subjects:

Geography

Economic Reasoning: Video with Transcript in Spanish

miaozhen.li — Thu, 16 Feb 2017 15:43:33 +0000

Length:

5:28

Narrador: ¡Hola Todos, conozcan a Pa y José!

Narrador: Esto es un cuento de cómo Pa y José usaron el proceso de toma de decisiones razonados para hacer una elección razonable. Haciendo elecciones es una habilidad importante en económica. Usando razonamiento para hacer elecciones es una habilidad importante que estudiantes practiquen en la escuela.

Narrador: ¿Qué debería hacer?

Narrador: Para hacer una elección informada, debes seguir un proceso de PENSAR sobre como llegaste ha una decisión de que hacer. ¿Cómo se ve una decisión razonada?

Narrador: Tienes que ver a los sacrificios - ¿Qué vas a renunciar?

Narrador: También vez los beneficios - ¿Qué va satisfacer tu deseo?

Narrador: ¿Cómo seguirías un proceso, para hacer una elección?

Narrador: Veremos a Pa y José mientras que trabajen con sus compañeros en hacer una decisión.

Maestra: Clase, ganaron 30 minutos de tiempo libre. ¿Como quieren usar su tiempo?

Maestra: Esta es una gran oportunidad para usar el proceso de la toma de decisiones razonadas. Vamos a usar los CINCO pasos en la cuadricula PACED (PASO) para hacer nuestra elección.

Sra. Adams: Pero antes, pensaremos sobre las elecciones que vamos hacer.

Sra. Adams: Es importante parar y pensar sobre lo que aprendió la clase de Sr. Nowlin la última vez que hicieron una elección de tiempo libre.

Pa: Algunos de los alumnos de su clase no pudieron ver la película.

Sra. Adams: Eso es correcto. ¿Y, que es algo que puede pasar con nuestra elección que es inesperada?

José: Podría llover durante nuestro tiempo libre.

Narrador: Otra cosa para considerar es esta pregunta: ¿Por qué diferentes personas o grupos—en esta situación, la clase—con las mismas opciones hacen elecciones diferentes?

Narrador: La gente tienen diferentes valores y creencias y eso puede resultar en diferentes elecciones.

Sra. Adams: Vamos a completar la cuadrícula PACED (PASO) juntos como una clase para hacer nuestra elección.

Sra. Adams: Nuestra problema es, “¿Cómo deberíamos usar los 30 minutos de tiempo libre que ganó nuestra clase?

Sra. Adams: Vamos a proponer cuarto ideas diferentes para nuestro tiempo libre…

Pa: Podemos jugar juegos de mesa o arreglar rompecabezas.

José: Podemos ver una película.

Pa: Podemos escuchar música y dibujar o pintar.

José: Podemos ir afuera al parque.

Sra. Adams: Criterio es el estándar que se usa para juzgar las alternativas.

Pa: Una cosa importante para mi es poder jugar con mis amigos.

José: Ejercicio es importante para me.

Sra. Adams: El último criterio es tiempo. ¿Cuánto tiempo ganó nuestra clase?

Pa: y José: 30 minutos

Sra. Adams: Sí, eso es el último criterio para evaluar las alternativas en el proceso de toma de decisiones razonada.

Narrador: La clase está lista para Evaluar cada alternativa de acuerdo de lo bien que coincide a cada criterio. Sra. Adams va usar el símbolo de + (suma) para notar que es una buena combinación o un símbolo de—(resta) para los que no son buenas combinaciones. Escucharemos al proceso…

Maestra: ¿Jugando juegos de mesa y hacer rompecabezas deja que juegues con amigos?

Pa: y José: Sí

Maestra: ¿Haces ejercicio viendo una película?

Pa: y José: No

Narrador: Escuchen todo el buen razonamiento—Razonando es cuando usas una criterio para PESAR el costo y los beneficios de cada alternativa.

Narrador: ¿Cómo uso la clase razonamiento para hacer una elección?

Narrador: En nuestro cuento pueden ver que algunas de las alternativas tuvieron positivos y negativos. La elección mejor es el que tienen la mayoría de … positivos.

Narrador: Como puedes ver en la cuadrícula completada de PASOS, la clase decidió usar su tiempo libre en el parque durante los 30 minutos de tiempo libre.

Narrador: ¡Todavía Pa y José no terminaron con el proceso de hacer sus elecciones! Es importante de comunicar lo que han aprendido con todos fuera de la clase.

Sra. Adams: Ahora que hemos usado el proceso de la toma de decisiones razonada, podemos decirles a la clase de Sr. Nowlin. Comunicando nuestro trabajo puede hacer una diferencia en nuestra comunidad y nuestro mundo.

Narrador: Este cuento es una parte de razonamiento para los estudiantes en nuestras escuelas. Estudiantes de quinto grado van ha aplicar el proceso de toma de decisiones razonadas para estudiar un evento que ha ocurrido en el pasado.

Narrador: ¡Vas a continuar de aprender sobre este proceso en el intermedio y la segundaria. Y tu vas a usar razonamiento para hacer elecciones en tu vida hoy y en el futuro!

Video Series:

Grade Level:

You can also see this video in English.

Subjects:

Economics

Civic Inquiry: Video with Transcript in Spanish

miaozhen.li — Wed, 15 Feb 2017 22:20:22 +0000

Length:

3:44

La Investigación Cívica – Guión Auditivo

Narrador: ¡Hola, todos! ¡Conozcan a Pa y José!

Narrador: Sigan adelante y vean cómo Pa y José marcaron una diferencia en la comunidad de su escuela al resolver un problema público, utilizando el proceso de la investigación.

Narrador: ¿Cómo pueden los estudiantes usar la investigación cívica para resolver problemas públicos?

Narrador: El proceso de la investigación tiene cuatro pasos para ayudarnos a tomar acción: PREGUNTAR, pensar de manera crítica, resolver problemas y comunicarse.

Narrador: A veces, los estudiantes se sienten solos en el patio del recreo durante el recreo.

Narrador: Antes de usar la investigación para resolver este problema, necesitas poder mirar las cosas desde diferentes perspectivas.

Narrador: Veamos cómo la Sra. Adams guió a Pa y a José mientras trabajaban juntos para crear un sentido de pertenecer a la comunidad en su escuela.

Narrador: Una de las destrezas y acciones de la ciudadanía eficaz es respetar diversas perspectivas.

Sra. Adams: Estaremos escuchando el uno al otro mientras discutamos maneras en que podemos trabajar juntos para resolver un problema en nuestra comunidad escolar.

Pa: Nosotros nos escuchamos hablar de cómo ayudar a niños solitarios en el patio del recreo. Hablamos de POR QUÉ es esto un problema.

José: También, hablamos de QUIÉN es responsable de reparar este problema. Yo aprendí que mis compañeros de clase tenían ideas diferentes.

Sra. Adams: Ahora que has practicado escuchar a otros, es importante que sepas maneras en que la gente puede marcar una diferencia a través del trabajo individual o en grupos para abordar un problema específico o una necesidad.

Narrador: Éste es un viaje emociante… nuestros estudiantes han aprendido algunas destrezas cívicas y ahora están listos para resolver el problema en su escuela.

Sra. Adams: Vamos a crear un plan de acción para resolver el problema de los estudiantes solitarios en nuestro patio del recreo.

Pa: Hablamos de muchas ideas diferentes, pero decidimos construir un banco para estudiantes solitarios – escribimos los pasos que se necesitarían emprender para conseguir un banco “de la amistad” en el patio del recreo.

José: Primero, hablamos con nuestra directora ( or nuestro director).

Pa: Entonces, creamos un póster de nuestra solución.

José: Finalmente, mostramos nuestro póster a la organización de padres de nuestra escuela.

Narrador: Cuando usas la investigación en la educación cívica, es importante comunicar lo que has aprendido con otros.

Sra. Adams: Ahora que hemos trabajado en un plan, es importante que compartamos nuestro plan con otros. Comunicar nuestro trabajo puede marcar una diferencia en nuestra comunidad y nuestro mundo.

Pa: Compartimos nuestro plan de acción en una reunión del comité escolar para ganar apoyo por construir un “Banco de la Amistad”; el comité escolar votó a favor de construir un banco.

José: Fue emociante tomar acción para ayudar a los estudiantes a sentir que pertenecen a nuestra comunidad escolar.

Narrador: Ahora que has aprendido el Proceso de la Investigación Cívica, te toca a ti tomar acción en tu comunidad.

Video Series:

Grade Level:

Subjects:

Civics

Historical Inquiry: Video with Transcript in English

miaozhen.li — Mon, 09 Jan 2017 18:43:11 +0000

Length:

4:19

[Blue background appears. Text appears in the upper left-hand corner reading “Hi, Everybody”]

Narrator: Hi, everybody! Meet Pa and Jose.

[Two hands appear bringing two kids, Pa and Jose. Hands quickly slide out of frame. Text of the kids’ names appears with arrows pointing to the kids. The kids stand waving]

Narrator: Follow along to see how Pa and Jose used the historical inquiry process to learn about the past. Inquiry is an exciting way to learn about people and the things they have done over time.

[Kids and text disappear. New text in appears in upper left hand corner reading “Inquiry Process.” An arrow appears from the text pointing to the right at the newly appeared word ‘Past’. “Inquiry is an exciting way to learn about people and the things they have done over time” appears in middle of the screen.]

[Transition to a new screen: all text sliding out of view to the left and a hand comes in from the right to pull the new scene down with a string.]

Narrator: How can students use historical inquiry to draw conclusions about the past?

[New scene features Pa, waving, with Jose, standing with his hands on his hips, in the lower right corner. Narration appears in text in the middle of the screen.]

Narrator: The inquiry process has four steps to guide us when investigating topics in history: ask, think critically, draw conclusions, and communicate findings.

[New scene flashes forward. A large white piece of paper covers most of the desk it is laid on. The words “Inquiry Process” appear in the top of the screen. Below the words in the middle of the screen is a yellow light bulb.]

[The four steps appear in text: “ask, think critically, draw conclusions, and communicate findings.” They form a circle around the light bulb with arrows between them pointing to the next word.]

[The screen then disappears]

Narrator: During this process, you need to be able to analyze different sources such as photos and artifacts.

[Blue background appears with text reading “analyzing sources” in the upper lefthand corner. Underneath the original text, more appears reading “ex. Photos and artifacts.” A photo image of a wooden playground appears to the right of the text and a brown teddy bear appears to the right of the photo]

Narrator: You also need to compare and contrast things; for example: two different accounts, or stories, of an event.

[The text and images remain on the screen. Below them text reads “compare and contrast” with text below it reading “ex. Accounts or stories.” A figure of a man appears to the right with a large red question mark by his head, then a figure of a woman appears with a large red exclamation point by her head]

Narrator: Let’s see how Ms. Adams guided Pa and Jose as they investigated the past using these historical skills …

[Pink background appears. A hand holding a marker emerges out of the bottom left corner and writes across the screen “Historical Skills.” The hand leaves the screen through the bottom.]

Ms. Adams: When we study history, we learn information from sources. What are some sources that can help us learn about the past?

[Blue background. Ms. Adams appears in the bottom lefthand corner. Pa and Jose appear to the right of her.]

[A text bubble appears to the right of Ms. Adams head reading “sources?”]

Pa: “a person” - My grandma tells me stories about her life.

[Text bubble and a thought bubble appear to around Pa’s head. The text bubble reading “a person” and the thought bubble has a image of a woman]

[Jose: “a book” - I like to read about the Aztecs.]

[Text bubble appear next to Jose reading “a book.” A drawing of a blue book appears above his text bubble]

Ms. Adams: Yes, those are sources. Here is a list of some others: photographs, oral histories, diaries or journals, and artifacts. You need to analyze different kinds of sources to learn about the past.

[Pa and Jose disappear, a white sheet of paper is the background with Ms. Adams still in lefthand corner. Words appear in the middle of the screen in the order they are listed. “Photographs, oral histories, diaries or journals, and artifacts.”]

Narrator: Now that Pa and Jose know about sources, they need to practice comparing and contrasting different viewpoints!

[New screen with a blue background. Text across the top reads “comparing and contrasting”]

[Ms. Adams appears in the lower left corner]

Ms. Adams: When we study history, accounts are descriptions of events or people; they are stories about the past.

[Text appears reading “accounts:are descriptions of events or people; they are stories about the past.”]

Ms. Adams: What is a recent event that happened on the playground during recess?

[Text disappears, a desk emerges behind Ms. Adams with a pencil and coffee mug on top. A white clock is above the desk.]

[Pa, Jose, and two other children slide from the left of the screen to the righthand side.]

[A text bubble appears from Ms. Adams reading “recent story?”]

Pa: We had an argument about whether or not Jose was “out” during our kickball game.

[A text bubble appears from Pa. It reads “kickball game!”]

[Jose: I thought that I was safe and had a homerun!]

[A text bubble appears from Jose reading “Safe!”]

Pa: Other students thought you were hit with the ball before you touched home plate.

[The screen remains the same with all the text bubbles in place.]

Ms. Adams: It sounds like this event has different accounts as to what happened. This would be a good time to think like historians. Some other questions to ask are … When did it happen? Who was involved? How and why did it happen?

[Text bubbles and the two other students that were not Pa and Jose disappear. Ms. Adams, Pa, and Jose remain in the same place.]

[A yellow lightbulb appears above Pa’s head]

[The questions Ms. Adam asks appear in middle of the screen in text as she says them, one below the other]

Narrator: This is an exciting journey … our students have practiced some historical skills and now they are ready to use the inquiry process to look at sources and investigate playgrounds…

[All the figures disappear. A hand with a marker again comes out of the lower left corner and writes across the screen “Now they are ready for the inquiry process!”]

[Ms. Adams, Pa and Jose appear below that waving their arms joyfully]

Narrator: Historical Inquiry involves examining a variety of sources, interpreting findings, and using evidence to draw conclusions that address the question.

[A question mark appears on the left side of the screen with the word “examining”’ above it. An arrow appears to the right of the question mark pointing to the right at a wheel and magnifying glass. Text reading “interpreting” appears above those images. An arrow arrears to the right of the wheel and magnifying glass pointing right towards an exclamation point with the word “conclusions” above it.]

Narrator: First you need an inquiry question …

[New scene, but same blue background. Ms. Adam appears on the right side of the screen. The desk is to the left of her. Pa, Jose, and the two other children are at the left side of the screen with a window above their heads. Text reading “Inquiry Question” appears above the window.]

Ms. Adams: The inquiry question we are investigating is “What were playgrounds like 100 years ago?”

[A text bubble appears from Ms. Adams reading “What were playgrounds like 100 years ago?”]

Narrator: Pa and Jose need to choose the best sources for their inquiry question …

[Ms. Adams and her desk are still on the right side of the screen, the clock, window and extra children have disappeared. Pa and Jose stand to the left of the desk.]

[Above their heads is a real black and white image of a playground with children standing in front of it for the picture. The girls in the photograph are wearing dresses, some are hanging from playground rings while others are staring at the camera.]

[A text bubble appears from Ms. Adams reads “source?”]

Pa: What about this photo from Harriet Island in St. Paul from 1905?

[A text bubble appears to the right of Pa’s head reading “Harriet Island, St. Paul from 1905?”]

Ms. Adams: Good choice! After finding a few more sources, what’s next?

Pa: Asking the question “What do my sources tell me?”

[New scene is of Pa standing on the righthand side of the screen, over a blue background. A larger image of the same playground photograph is to her left. “What do my sources tell me?” appears in text above Pa’s head.]

[Jose: I will write down observations from the sources.]

Ms. Adams:That’s right! What do you see?

[New scene of Jose sitting on a chair in the lower lefthand corner. He is typing on a laptop. Pa is to Jose’s right, between them in the photograph of the playground.]

Pa: Kids played outside on playgrounds just like we do today.

[Text appears to the right of the photograph reading “Kids played outside.”]

[Jose: It’s just a bunch of wood and ropes!]

[Underneath that text appears more words “wood and ropes”]

Ms. Adams: Class, now that you have gathered evidence from your sources, you are ready to decide what that means, in other words, draw a conclusion.

[New screen with pink background. Text reading “draw conclusions” appears in the middle of the screen.]

Pa: The playgrounds were not as fun as today’s playgrounds.

[Blue background with Pa and Jose standing in front of the playground photograph located on the left half of the screen. Pa’s words “Not as fun” appear to the right of them with a checkmark]

[Jose: I don’t think I would feel safe on that playground.]

[“Not safe” appears with a second checkmark]

Ms. Adams: Using sources to draw conclusions is an important historical skill, but this is not the last step of the inquiry process ...

[Text, photograph, and kids disappear. New screen with blue background. “Source”’ appears in text on the left side, and an arrow pointing to the right appears in the middle pointing to the word “conclusion.” Both of those words have an arrow appearing beneath them, each pointing down to the middle of the screen to the word “historical skill”]

[The three arrows slide out of the screen to the right while the words fade away. Replacing them is a large exclamation point in the middle of the screen.]

Narrator: When using inquiry in history, it is important to communicate what you learned with others.

[New screen with pink background. The word “communicate” appears in a yellow explosion text box.]

[A megaphone appears in the upper left corner of the text, a microphone appears in the upper right corner, a blue film camera appears in the lower left corner, a smartphone appears in the lower right corner, an envelope appears above the text, and an exclamation point appears below the text.]

Ms. Adams: Now that you have come to a conclusion about our question, we will share our findings with others. We will be going to a first grade classroom tomorrow and you will describe what playgrounds were like 100 years ago.

[Blue background. Ms. Adams stand to the very left of the screen, her desk is to the right of her. The window is on the right side of the screen with Pa, Jose, and the two other children standing below it. The kids are waving their arms cheering.]

Narrator: Now that you know the inquiry process, you can apply what you learned to another question about the past … what will your question be?

[White piece of paper placed on a wooden desk is the background.]

[Text appears filling up the whole paper reading, “what will your question be?”]

[Four large question marks appear around the question]

[Words and question marks disappear. Same background with the list of photo citations appear.]

[Screen fades to dark blue with the Minnesota Center for Social Studies Education logo appears in the middle. The lower left corner has the Minnesota Historical Society logo and the lower right corner has the Minnesota Department of Education logo.]

Video Series:

Grade Level:

Subjects:

History

Geographic Inquiry: Video with Transcript in English

miaozhen.li — Mon, 09 Jan 2017 18:25:55 +0000

Length:

3:33

[Background scene of a street with light gray and white buildings of various sizes in the back.]

Narrator: Hi, Everybody! Meet Pa and Jose! Follow along to see how Pa and Jose used the inquiry process to answer a geographic question and communicate what they learned to others.

[A hand slides up from the bottom of the screen carrying the text “Hi everybody, meet…” to the upper lefthand corner. Hand slides out of view.]

[Two more hands slide in from the bottom right corner, each bring an animated child with it, named Pa and Jose. The hands slide back out of view.]

[Text of the kids’ names appear with arrows pointing to the kids]

[Pa and Jose stand waving in the lower right side of the screen.]

[Hands appear again bringing up animated drawings of a cat and daisies.]

[Two hands appear on Pa and Jose and slide everything across the screen to the left.]

[Screen transitions by a film clapperboard appear and shutting out the screen. It opens and slides out of view to the left.]

Narrator: So, how do geographers use the inquiry process to examine problems about WHERE things are located and HOW they are related to each other?

[The new screen is dark blue. Text reading “how?” appears in the upper middle of the screen.]

[Text reading “inquiry” appears below the previous text to the left hand side of the screen. Below that is and animated picture of the globe.]

[An arrow appears pointing to the right. Text appears at the end of the arrow reading “Examine, Related, Located”]

Narrator: The inquiry process has four steps that help us solve geographic problems: ask, think critically, solve problems, and communicate

[ New screen has white light bulb in the middle of blue background, Hand slides down from the top of the screen bringing down text reading ‘inquiry process’ then slides back up.]

[The four steps appear around the light bulb as the narrator reads them. Arrows point from one word to the other as they are read, forming a circle.]

Narrator: Before using inquiry in geography, you need to be able to use the tools and skills that geographers use. Follow along to see how Pa and Jose learned geographic skills and used inquiry to learn about their world!

[Text appears reading “tools + skills= Great Inquiry Ability.” An animation of a white hand giving a thumbs up appears with the text and two animations of explosions appear, one with fireworks.]

[Text and images shrink out of view. Pa and Jose appear with two friends standing in front of an animated globe and sun.]

Narrator: Since Pa and Jose are going to answer questions about location (also called spatial questions), they will use tools that show where things are located; one geographic tool is a map. A collection of maps is an atlas.

[Pa, Jose, and friends disappear. A hand appears and wriHand slides out of view.tes “questions about location” an arrow points down from that where the hand then also writes “spatial questions.” The hand slides out of frame but then reappears with a roller paint brush and paints over everything making the screen white.]

[New blue screen emerges with text reading “Use tools that show where things are located”]

[Text disappears and new text reading “a map” appears in the upper lefthand corner. Two images of maps appear below that, one animated and one a real image with an animated magnifying glass over it.]

[An animated atlas appears and the map images shrink away, the magnifying glass disappears after the maps.]

Ms. Adams: Today you will use an atlas to answer specific questions about geographic issues; please use the maps, charts and graphs in the atlas! You will “choose the most appropriate data” or information related to the question from the atlas to find the answers.

[Clapperboard appears and closes on picture of atlas. When it opens it slides out of view to reveal a new screen.]

[Ms. Adams appears on the right side of the screen. One the left appears the text ‘maps’ with an animated map below it, then text reading “charts” and “graphs” with an animated graph below.]

Pa: First, we found answers to questions about the United States and our neighboring countries - Canada to the north and Mexico to the south.

[Pa stands in the right corner. In the middle is an animated map of North America.]

[An arrow points to Canada, and another one points to Mexico.]

Jose: I used a graph in the atlas to learn about the populations of the U.S., Canada and Mexico.

[Pa disappears. Jose stands in the left corner. Above his head is an animated graph.]

[Text to the right of the graph text appears reading “U.S. population=300 Million” and “Canadian Population=35 Million”]

Narrator: Now that Pa and Jose practiced using an atlas, they are ready to use other geographic tools to prepare for inquiry. Photographs and satellite images are tools that show locations.

[Jose slides out of view. Text appears at the top of the screen reading “other geographic tools.” Text appears below reading “photographs” and “satellite images.”]

Teacher: Now that you have practiced using an atlas, you will “use photographs or satellite images” to interpret spatial information about the United States and Canada.

[Ms. Adams in her classroom with a yellow background. She’s in the right hand corner with her desk to the left.]

Pa: We looked at photographs called aerial photos to answer questions about different cities, landforms, bodies of water, and landmarks in our country.

[Pa and Jose slide in from the left side. Above Ms. Adams desk appears a real photograph of a body of water next to a town.]

Jose: Then we looked at satellite images of places in Canada and answered questions about this country.

[Jose appears alone on a blue background. A satellite image of Canada appears above Jose’s head. To the right of that is text reading “Canada” with a red maple leaf below it.]

Narrator: This is an exciting journey … our students have learned some specialized geographic skills and are now ready for their inquiry question …

[Pa, Jose and their two friends appear, waving their arms. Text appears: “skills” is in the top left corner and to the right of that appears the words “spatial questions”, “satellite images”, and “aerial photos.”]

Ms. Adams: We are ready to use the inquiry process to answer a geographic question.

[Back to Ms. Adams classroom. Ms. Adams has a text bubble reading ‘read for inquiry process!’]

Pa:. Ms. Adams asked us about a geographic issue in our community - floods.

Ms. Adams: How does flooding affect communities in the Red River Valley?

[A hand reaches over and pulls down a string that is attached to a blind. When the blind pulls up there is a new screen reading “How does flooding affect communities in the Red River Valley?”]

Jose: Our teacher showed us photos of the Red River Valley before and during a flood. Then, we analyzed the photos.

[Text reading “Red River Valley” appears in the upper right corner. To the left and below appears two actual images of a flooded fields.]

Narrator: The inquiry process involves many skills. Using these skills gives you practice with thinking critically; if you do inquiry in geography it also gives you practice with thinking spatially.

[Photos disappear. Blue screen has new text that reads ‘skills’. An arrow points to the upper right at text reading “thinking critically.” Another arrow points to the bottom left and reads “thinking spatially.”]

[Ms. Adams Gathering information from different sources, organizing it, and then analyzing what you find by identifying patterns and relationships is necessary for geographic inquiry.]

[Text reading “gathering information” appears across the top of the screen. Below animated shapes jumble together. They then organize themselves in a line organized by shape]

Ms. Adams: Pa and Jose will share their conclusions at the next city council meeting.

[Text across the top reads “City Council Meeting.” Pa and Jose stand behind a podium. Two black chairs with two figures of people in them are across from the podium.]

Narrator: When using inquiry in geography, it is important to identify the local and global perspectives - ways of looking at problems from different viewpoints. Your community may be affected by something that affects other locations. Going beyond your classroom with what you learned using geographic inquiry is important!

[Background is a white piece of paper on a wooden desk. On it appears the text reading “Local” with an animated picture of buildings beneath it, and to the right of that more text reads “global” with an animated globe beneath.]

[White paper disappear and a world map fills the screen. 3 arrows come in and point to various areas of the globe. Arrows then slide out of screen to the left.]

[White page with list of photo citations appear.]

Video Series:

Grade Level:

Subjects:

Geography

Economic Reasoning: Video with Transcript in English

miaozhen.li — Mon, 09 Jan 2017 17:18:53 +0000

Length:

4:41

Narrator: Hi Everyone, meet Pa and Jose!

[White Background that looks like crumpled paper. Two hands slide up from the bottom bringing two children, Pa and Jose. Both have text reading their names above their heads. Animated graphics appear of two fluffy clouds, daisies, a cat, and a sun. Text reading “Everyone meet…” is in the top left corner.]

Narrator: This is the story of how Pa and Jose used a reasoned decision-making process to make a choice. Making choices is an important economic skill. Using reasoning to make choices is a powerful skill for students to practice in school.

[Pa, Jose, and graphics slide out of view. A yellow explosion text bubble appears in middle of the screen with text on it reading “Reasoned Decision Making Process.” Pa and Jose appear back on the screen each holding a magnifying glass.]

[Text disappears and is replaced with a figure of a male with large muscles.

[A roller paint brush glides across the screen making everything white.]

Narrator: “What should I do?”

[Blue background appears. Pa and Jose stand in the lower right hand corner. A large white text bubble appears between them that reads “what should I do?”]

Narrator: To make an informed choice, you need to follow a process to THINK about how you come to a decision about what to do. What does a “reasoned” decision look like?

[Text in the bubble changed to “what does a reasoned decision look like?”]

Narrator: You have to look at the costs - what are you going to give up?

[A squeegee pulls down from the top making the screen white. Same blue background appears again. “What should I do?” is written across the top. Pa and Jose still stand in the corner. In the middle of the screen text reads “costs- what are you going to give up?”]

Narrator: You also look at the benefits - what will satisfy your want?

[More text appears below reading “benefits-what will satisfy your want?”]

Narrator: How might you follow a process to make a choice?

[Two hand reach up and pull down the screen revealing a yellow screen that reads “process” in the middle of the screen with red question marks surrounding it.]

Narrator: Let’s follow Pa and Jose as they work with their classmates to make a choice.

[Yellow background remains the same but scene moves to Ms. Adams classroom. Ms. Adams stands in front of her desk and Pa and Jose stand to the left of her with three other classmates. A white board is on the wall behind all of them.]

Teacher: Class, you have earned 30 minutes of “free” time. How do you want to spend your time?

Teacher: This is a great opportunity to use a reasoned decision-making process. We are going to work through the FIVE steps on the PACED grid to make our choice.

[A hand slides up and writes “Reasoned Decision-Making Process” on the whiteboard.]

[Text reading “5 steps on the paced grid” appears below previous text.]

Ms. Adams: But first, let’s think more about the choice we are going to make.

[Transition to a pink screen. A hand slides up and writes out “Preparing for the choice” and an image of a blue pen appears next to it.]

Ms. Adams: It is important to stop and think about what Mr. Nowlin’s class learned last time they made a choice for free time.

[Text disappears. Ms. Adams stands in the lower right corner and Pa and Jose stand in the lower left corner. Above them text reads “what are the possible consequences of different choices?” An animated graphic of a blue movie camera appears.]

Pa: Some of the students in his class could not watch the movie.

[A red ‘X’ appears over the movie camera.]

Ms. Adams: That’s right. Also, what might happen related to our choice that is unexpected?

Jose: It might be raining outside during our free time.

[An animated umbrella appears next to movie camera.]

Narrator: Another thing to consider is this question: Why do different people or groups - in this story, classrooms - with the same options make different choices?]

Narrator: Different people have different values or beliefs and this may result in different choices.

[New pink screen with text reading “why” across the top. Two figures of females appear. One has a thought bubble with a heart and a pizza while the other has a thought bubble with a heart and a hamburger.]

Ms. Adams: We will be completing the PACED grid together as a class to make our choice.

[A paint roller glides across the screen to make it white. It then transitions to a green background with a city skyline. A hand slides up and writes “using the grid.” There is also an animation of a paper and pencil.]

Ms. Adams: Our problem is “How should we spend the 30 minutes of free time our class has earned?”

[Ms. Adams stands on a new green background. A hand brings forward an image of the actual decision making grid. It reads “how should we spend the 30 minutes of ‘free’ time our class has earned?”]

Ms. Adams: The next step is to list the Alternatives - the different choices you can use to solve your problem.

[The image of the grid pops out of view. A hand appears and writes across the screen “list the alternatives.” Text below reads “The different choices you can use to solve your problem” with the word ‘problem’ emphasized in red.]

Ms. Adams: Let’s brainstorm four different choices for our “free” time …

[Blue background appears with text that reads “brainstorm.”]

Pa: We could play board games and fix puzzles.

[Pa appears with letter blocks in the upper left corner.]

Jose: We could watch a movie.

[Jose appears in the lower left corner with a pair of eyeglasses and a blue movie camera.]

Pa: We could listen to music and draw or paint.

[A second image of Pa appears in the upper right corner with a paint brush and palette.]

Jose: We could go outside on the playground.

[A second image of Jose appears with a red and yellow polka dot kickball.]

Ms. Adams: These are great alternatives! Next we need to list the criteria for our choice.

[Screen transitions to a white piece of paper on a wooden desk with a pair of scissors and an pencil laying on it. Text reads “list criteria.” There’s a graphic of a panda sitting at a computer in the upper right corner.]

Ms. Adams: Criteria are the standards used to judge the alternatives

[Text and graphics disappear. New text appears reading “criteria are the standards used to judge alternatives.” Ms. Adams sits in a chair with her laptop in the upper right corner and Pa and Jose stand in the lower right corner.]

Pa: One thing that is important to me is to be able to play with friends.

[Text changes to “1. Play with friends”]

Jose: Exercise is important to me.

[More text reading “2. Exercise” appears]

Pa and Jose: It has to be fun!

[Last additional text appears reading “3. Fun!”]

Ms. Adams: Our final criterion is the time; how much time did our class earn?

[Same paper screen. Two animated images of clocks appear along with the text that reads “how much time did our class earn?”]

Pa and Jose: 30 minutes

Ms. Adams: Yes, that is the final criterion we will use to evaluate the alternatives in our reasoned decision-making process.

Narrator: The class is ready to Evaluate each alternative according to how well it matches each criterion. Ms. Adams will use a + (plus sign) for a good match and a - (minus sign) for things that are NOT a good match. Let’s listen in on this process …

[New red screen. A hand writes across the screen “evaluate.”]

[Actual image of the decision making grid appears. The criteria read “play with friends, exercise, fun, 30 minutes” while the alternatives read “play board games or fix puzzles, watch a movie, listen to music and draw/paint, and go outside on the playground.”]

[Green plus sign appears on the left side. A yellow minus sign appears below it.]

Teacher: Do board games and puzzles allow you to play with friends?

Pa and Jose: Yes

[Green plus sign appears on the graph in the correlating square]

Teacher: Do you get exercise by watching a movie?

Pa and Jose: No

[Yellow minus sign appears on the graph in the correlating square]

Narrator: Listen to all of this great reasoning - Reasoning is when you use criteria to WEIGH the costs and benefits of each alternative.

[Blue background. A hand writes across it “reasoning is when you use criteria to weigh the costs and benefits of each alternative.”]

Narrator: How did the class use reasoning to make a choice?

Narrator: In our story, you can see that some of the alternatives had both pluses and minuses. The best choice is the alternative with the … most plus signs.

[The same decision making grid as before appears, on a yellow background, but with the pluses and minuses filled out.]

[A squeegee pulls down the screen to show the same grid but it is moved over to the left side of the screen. Text on the right side reads ‘most plus signs’ with a green plus sign above it.]

Narrator: As you can see on the completed PACED grid, the class decided to spend time on the playground during the 30 minutes of “free” time.

[A circle appears over the decision that reads “playground.” An arrow points from the circle to the right to text that reads “playground wins!”]

Narrator: Pa and Jose are not quite finished with the process of making a choice! It is important to communicate what you learned with others beyond your classroom.

[Yellow background with Pa, Jose and Ms. Adams standing to the left with text reading “communicate with others” across the top.]

Ms. Adams: Now that we have used a reasoned decision-making process, we are going to tell Mr. Nowlin’s class about it. Communicating our work can make a difference in our community and our world!

[Mr. Nowlin and three of his students appear on the right side. Graphics of paper and pencils appear between the classes.]

[Screen slide over to lined notebook paper. Text reads “you can make a difference!” across the top. Ms. Adams and Mr. Nowlin’s students appear at the bottom of the screen.]

Narrator: This story is one part of economic reasoning for students in schools. Fifth graders will apply a reasoned decision-making process to study an event that happened in the past.

[Kids and words slide off screen. Narrator’s words appear on screen as he says them. Graphics on a pen, pencil, and magnifying glass also appear.]

Narrator: You will continue learning about this process in middle school and high school. AND You will use reasoning to make choices in your lives today and in the future!

[Text “Use reasoning” appears at the top of the screen. Text reading “today” appears followed by an arrow pointing to the right at the word “future.”]

Video Series:

Grade Level:

Subjects:

Economics

Civic Inquiry: Video with Transcript in English

miaozhen.li — Mon, 09 Jan 2017 15:14:36 +0000

Length:

2:57

[Background looks like crinkled paper. At the top text reads ‘Everybody, meet Pa and Jose’. There is an animated yellow sun in the upper right corner.]

Narrator: Hi everybody, meet Pa and Jose!

[Pa and Jose appear in the bottom right corner.]

Narrator: Follow along to see how Pa and Jose made a difference in their school community by solving a public problem using the inquiry process.

[A squeegee slides down the screen making everything soapy white and the soap slides down the screen. The new screen reveals a white background with text reading “inquiry” in the top left corner.]

[Pa and Jose stand at the bottom of the screen.]

[An arrow points to the right from “Inquiry” to new text that reads “made a difference”. A school building appears between Pa and Jose.]

Narrator: How can students use civic inquiry to solve public problems?

[A new green background slides down replacing the white one. “How” appears on the screen in large text with a large exclamation point next to it.]

[Below it pops up text and pictures reading: ‘communities’ with a picture of the Stone Arch Bridge, ‘state’ with a picture of the Minnesota State Capitol building, ‘nation’ with a picture of the American flag, and ‘world’ with an animated picture of the globe.]

Narrator: The inquiry process has four steps to help us take action: ASK, think critically, solve problems, and communicate

[Transition to new screen that looks like a white piece of paper on a wood desk. Blue text reading “Inquiry Process” appears at the top of the screen. An animation of a yellow light bulb appears in the middle. Words circulate the light bulb reading ‘Ask, think critically, solve problems, communicate’ with arrows between them.]

Narrator: Sometimes, students are lonely on the playground during recess.

[A roller paint brush appears and paints over the screen in white.]

[The screen changes to green and text across the top reads “Inquiry Problem”.]

[Below it, more text reads “sometimes students are lonely on the playground during recess”]

Narrator: Before using inquiry to solve this problem, you need to be able to look at things from different viewpoints.

[The texts slide up and out of view. New text appears reading “Look at things from different viewpoints”. Jose appears to the left of the text at the bottom of the screen.]

Narrator: Let’s see how Ms. Adams guided Pa and Jose as they worked together to create a sense of belonging at their school.

[Pa appear above in in the top left corner. To her right, text appears reading “create a sense of belonging at their school”]

Narrator: One of the skills and actions of effective citizenship is respecting diverse viewpoints...

[Pa, Jose, and the text slide out of view to the left.]

[A yellow explosion text bubble appears in the middle of the screen with text that reads “respecting diverse viewpoints”.]

Ms. Adams: We will be listening to one another as we discuss ways that we can work together to solve a problem in our school community.

[In Ms. Adams classroom. Ms. Adams is standing in the right hand corner with her wooden desk to her left. Pa, Jose, and two other classmates stand to the left of the desk.]

Pa: We listened to each other talk about how to help lonely kids on the playground. We talked about WHY this is a problem.

[A yellow explosion text bubble appears above their heads with text reading “listen to each other”]

Jose: We also talked about WHO is responsible for fixing this problem. I learned that my classmates had different ideas.

[Text fades away and new text appears reading “who is responsible?”]

[Two hands appear and pull down the screen revealing the same scene but with different words reading “everyone had different ideas”]

Ms. Adams: Now that you have practiced listening to others, it is important that you know ways people make a difference by working as individuals or groups to address a specific problem or need.

[The text bubble disappears.]

[A figure of a man appears. Then to the right multiple figures of men and women appear forming a group.]

Narrator: This is an exciting journey … our students have learned about some civic skills and now they are ready to solve the problem at their school.

[Classroom scene is gone. Ms. Adams, Pa and Jose stand at the bottom of the screen with text above them that reads “now they are ready!”]

[Two large exclamation points appear on either side of the text.]

Ms. Adams: We are going to create an action plan to solve the problem of lonely students on our playground.

[Back in Ms. Adams classroom, with Ms. Adams and her desk on the left side of the screen and Pa and Jose on the right side of the screen. A white text bubble from Ms. Adams reads “action plan!”]

Pa: We talked about many different ideas, but decided to build a bench for lonely students - we wrote down the steps it would take to get a “friendship” bench on the playground.

[Image of a blue bench appears that reads “buddy bench” on the back.]

Jose:First we talked to our principal

[White paper background on a wooden desk. Jose stands in the right corner and Pa stands in the left corner. A hand appears and writes down Pa and Jose’s narration.]

Pa: Then, we created a poster of our resolution

Jose: Finally, we shared out poster with our school’s parent organization

Narrator: When using inquiry in civics, it is important to communicate what you learned with others. Your community may be affected by something that affects other places. Going beyond your classroom with what you learned using civic inquiry is important!

[Green background appears. An animated megaphone appears on the left hand side of the screen. To the right text appears reading “communicate with others”.]

[Animations of a white envelope, a stack of white paper, a microphone, and a blue film camera appear around the text.]

Ms. Adams: Now that we have worked on a plan, it is important that we share our plan with others. Communicating our work can make a difference in our community and our world.

[Words and animations disappear and Ms. Adams, Pa, Jose, and classmates reappear.]

[The text above their heads reads “share your plan” with an arrow pointing to the right to more text that reads “make a difference”.]

Pa: We shared our action plan at our school board meeting to get support for building a “Friendship Bench”; the school board voted to build a bench.

[Blue background. Text at the top of the screen reads “school board meeting”.]

[Pa and Jose stand on the right side of the screen behind a wooden podium. To the left are three black chairs with figures of men and women sitting in them]

Jose: It was exciting to take action to help all students feel like they belong to our school community.

[Transition to background with the white piece of paper on the desk. Large text across the top reads “help others.” Pa, Jose, and classmates cheer at the bottom of the screen.]

Narrator: Now that you learned about the Civic Inquiry Process, it is your turn to take action in your community.

[Pa, Jose, and classmates disappear.]

[Text reads “your turn! take action!” The same animations from a previous scene appear with the state capitol, the Stone Arch Bridge, the American flag, and the globe.]

[White background with the list of photo citations appear.]

Video Series:

Grade Level: