History-Social Science

Differentiated instruction through the lens of history-social science

Differentiation in the history classroom is critical as a way to address the diverse needs of our students in a subject area that is very complex, incorporating conceptual knowledge and skills in history, civics, geography, and economics. In addition, we want our students to know their rights and responsibilities as American citizens, respect the rights of others, develop a sense of cultural literacy and ethics, and care deeply about their community, nation, and world. For this reason, students need multiple entry points to access the curriculum and a variety of opportunities to demonstrate their understanding. In order to master challenging concepts, academic language, and skills, students must be engaged in strategic, thoughtful, and meaningful instruction that supports deep learning.

What does differentiation look like in a history-social science classroom?

Differentiated curriculum and instruction in a history-social science classroom looks “different” in that learning should be active, productive, integrated, challenging, and constructive. Differentiated activities in the history classroom:

• Present content related to broad-based issues, themes, or problems (i.e., big ideas and essential questions to frame content and inquiry)
• Integrate multiple disciplines, as necessary, into the area of study
• Offer flexible grouping and independent opportunities
• Allow for in-depth learning of a self-selected topic within the area of study
• Develop participatory skills and methods
• Encourage the development of products that use new techniques, materials, and forms
• Integrate basic skills and higher-level thinking into the curriculum
• Utilize ongoing assessment and adjustment to monitor student learning (i.e., group discussions, journal or portfolio entries, interest surveys, performance tasks, product/exhibit, demonstration, and multimedia projects)

Sample lesson

The Bill of Rights - Grade 8
Multiple strategies for differentiating instruction and assessment are incorporated into this lesson which helps students understand one of the key principles of a democratic system: the rights of the people.

Standards resources

California Department of Education California Content Standards
http://www.cde.ca.gov/be/st/ss/index.asp (outside link)
Content standards define the knowledge, concepts, and skills each student should acquire at each grade level.

California Department of Education Curriculum Frameworks
http://www.cde.ca.gov/ci/cr/cf/allfwks.asp (outside link)
Each of the frameworks outlines how instructional programs can be directed to meet the needs of providing students Universal Access.