Differentiation in Social Studies

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Differentiation in Social Studies

Next Steps

Planning

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Your Practice

Scenarios

Explanation of Strategies

Today's Strategies

I don't know much, where can I start?

Extra Information

02:00

"Differentiation consists of the efforts of teachers to respond to variance among learners in the classroom." -Carol Ann Tomlinson

What does differentiation mean to you and what does it look like in your classroom?

On your Sticky Note

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Situation: You have a reading assignment for students covering the impact of the discovery of oil at Spindletop. After reading, students will need to answer questions explaining what happened at Spindletop and how it effected Texas' economy and population growth

Would Luke learn from this lesson? How could you help him?

02:00

What are we here for? Learn strategies and methods for effectively differentiating in your Social Studes classrooms!

• CFUS
• Stations
• Scenarios
• Students

Next Steps

Planning

Your Practice

Stations

Today's Strategies

Explanation of Strategies

I don't know much, where can I start?

Extra Information

Level 1: Differentiation in Social Studies

Readings

Videos

Level 2: Strategies for Differentiation

CFUS

Stations

On your Sticky Note: Write down one strategy you can incorporate into an upcoming lesson

00:30

04:00

Level 3: Practice

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Part 1: Scenarios

Part 2: Students

Scenario 1: The Overwhelmed Reader

Context: Mr. Johnson’s 7th-grade class is reading a complex primary source — excerpts from the Declaration of Independence. Students are asked to identify grievances and explain them in their own words. Student Issue: Maria, who is an English Learner, sits quietly and copies from peers. When called on, she can’t explain what “unalienable rights” means and gets frustrated. Her writing shows understanding of general ideas but not specific vocabulary. What challenge is Maria facing? How can the teacher differentiate the reading and discussion so she can participate meaningfully?

Scenario 2: The Struggling Writer

Context: Students are writing a short essay on the strengths and weaknesses of the Articles of Confederation using evidence from class readings. Student Issue: Tara understands the material when speaking but freezes during writing time. Her graphic organizer is blank even though she can explain her ideas verbally in a small group. What type of challenge is Tara facing? How can the teacher differentiate to support her written expression?

Scenario 3: The Culturally Disconnected Learner

Context: During a lesson on westward expansion, the teacher shows a video celebrating pioneers and manifest destiny. Student Issue: Anthony, a Native American student, appears withdrawn and later writes in his reflection that he felt “weird” about how the lesson made settlers sound like heroes without mentioning the impact on Indigenous people. What issue is this student experiencing? How could the teacher differentiate instruction to make content more culturally responsive and inclusive?

Scenario 4: The Disconnected Student

Context: The class is discussing causes of the American Revolution. Students are asked to connect the colonists’ anger over taxes to something they experience in their own lives. Student Issue: Jordan, who has an IEP for attention and executive functioning, is disengaged. He can’t follow the discussion and doesn’t complete his graphic organizer. When asked, he shrugs and says, “I don’t get what we’re talking about.” What is Jordan’s main barrier to engagement or understanding? What differentiation strategies could help him access the lesson?

Student 1:Alejandro – The English Learner

Background: Alejandro is a 7th grader who moved to the U.S. two years ago from Guatemala. He understands spoken English fairly well but struggles with academic vocabulary and long reading passages. He enjoys drawing and soccer, and he’s eager to participate when he feels confident. Strengths: Strong visual learner Hardworking and respectful Understands historical ideas when explained verbally Challenges: Gets lost in long readings full of unfamiliar terms Hesitant to speak in class for fear of making mistakes How can you modify reading, writing, and discussion tasks so Alejandro can demonstrate understanding while continuing to build academic language?

Student 2: Lila – The Advanced Thinker

Background: Lila reads several grade levels above average and has a strong interest in history. She loves to debate, question sources, and make connections between past and present events. However, she often rushes through assignments and grows impatient with slower group members. Strengths: Excellent critical thinker Strong reader and writer Self-directed learner Challenges: Becomes bored with repetitive or surface-level tasks Can appear bossy or disengaged in groups How might you provide appropriate challenge and choice to keep Lila engaged and growing without letting her dominate class discussions?

Student 3: Marcus – The Reluctant Learner

Background: Marcus is a 13-year-old who likes hands-on activities but dislikes reading and writing. He often says history is “boring.” He performs well on discussions or projects where he can create or move around but struggles with note-taking and studying for tests. Strengths: Kinesthetic learner Verbal and social Can explain ideas clearly when talking Challenges: Struggles with sustained focus on text Low motivation for traditional tasks What differentiation strategies could help Marcus stay engaged while still meeting the same learning goals as others?

Student 4: Jayden – The Distracted but Curious Student

Background: Jayden is bright and inquisitive but has ADHD. He often blurts out questions mid-lesson and loses track of directions. He’s highly interested in military history and maps but struggles to stay organized or complete long-term assignments on time. Strengths: Curious and loves learning through discussion Excellent memory for facts and visuals Creative problem-solver Challenges: Difficulty sustaining attention Poor time management and organization How can you structure lessons and tasks to help Jayden stay focused and successful without dampening his curiosity?

Get with your PLC and incorporate differentiation into an upcoming lesson

Tips for your PLC:

• Clarify the essential learning outcome: What do all students need to know, understand, and do by the end of the lesson?
• Identify what mastery looks like. This anchors differentiation in standards rather than lowering expectations.

“What’s non-negotiable?”“What parts of this lesson can be flexible?”

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5 Dimensions of Differentiation

Differentiation strategies for social studies

More Strategies

Stations

How does it help?

• Keep engagement up
• Allows students to meet the content where they're at
• Should already be made to reach multiple learners

• 2 Track Rotations

• Reading Station

• Sorting Station

• Chromebook Station

CFUs

Thanks Mr. Lamar!

Why does it matter?

• Ensure every learner can show mastery
• Grows confidence while learning

How Can it look?

• CFU Choice Board

• Summary/Image-Pair-Share

• Question Analysis