1. Social Studies Teachers
A New Era for 6th Grade
Social Studies Teachers
High school teachers often are isolated and work alone without much collaboration. Changes affecting 11th grade teachers and also world history teachers mean that now is the best time to start collaborating so that these teachers can help each other with both technology and content.

2. AGENDA Topics….. Overview of content connections – 6th & 7th grades
What are the item specs? Why use it?
History Labs: A Social Studies Best Practice
Existing 5th Grade Lesson Plans to Support You
Go over topics to be addressed. (5 minutes)

3. Rationale for Change
Building upon the 5th grade U.S. History course required in elementary schools allows 6th grade students to continue learning U.S. History in a more rigorous and in-depth level.
Much of the historical content emphasized in early U.S. History can later assist students with often abstract and complex content addressed in 7th grade Civics (e.g., the era of the American Revolution and the Creation of the U.S. Constitution); and
Placing the middle school World History course in 8th grade aligns the two required World History courses in 8th grade (Early humans through the Middle Ages) and the World History course in 9th grade (Byzantine Empire through Modern Times).
Ask volunteer to read this slide

4. Timeline:
To transition to this targeted sequence of courses for required middle school Social Studies courses, the following sequence will be followed for the and academic years:
6th grade U.S. History
7th grade Civics
8th grade U.S. History.
Ask volunteer to read this slide

5. Why did we wait to do this now?
Big Picture:
th grade will be getting tablets supporting digital access to instructional resources.
K-12 Social Studies adoption will take place (to implement in the school year) and implementing this transition now will facilitate that the correct materials are reviewed for the correct grade level.
Civics teachers need relevant historical content to be emphasized in 6th grade ASAP!
For additional information visit Weekly Briefing: #18816 & # 19224
Go over information on this slide

6. Snap Shot of Correlations
M/J Civics and M/J U.S. History
Snap Shot of Correlations
Category
Correlations/Connections
M/J U.S. History
M/J Civics
M/J World
ELA/MAFS Standards 30
ELA/MAF Standards Identical in all 3 courses
Correlations to Civics EOC Assessment Benchmarks
18 out of 35
35 main tested Civics EOC Assessment Benchmarks
6 out of 35
Social Science Specific Skill Standards
7 relevant history skill standards
All SS Skill benchmarks embedded in Civics Content Standards
6 relevant history skill standards
Additional Related Civics Content Topics
28 additional related topics
N/A
None
Point out the specific alignment to 7th grade EOC on this slide.

7. For Example:

8. BEST PRACTICES IN SOCIAL SCIENCES
Middle School Instructional Resources
Resource Development to support NEW 6th grade U.S. History Course
See next slide for sample 1st nine weeks pacing guide.
Inform participants that in order to support the transition to 6th grade U.S. History and support the scaffolding of important Civic knowledge connections through the study of U.S. History, the M.S. U.S. History Pacing Guides are being enhanced accordingly. Specifically- stand along lesson plans and history labs emphasizing the acquisition of Civics through the study of early U.S. History will be embedded throughout the guides. Ask participants, “Off the top of your head, what specific U.S. History content is relevant to the 7th grade Civics course (answers should reflect an understanding of the era of the American Revolution and the formation of the U.S. under the current U.S. Constitution are MAJOR categories that overlap with knowledge needed to understand complex Civic information). The next four slides should take about 10 minutes.

9. Resource Development to support NEW 6th grade U.S. History Course-
Sample New Cover Page
Note: All benchmarks that are considered essential benchmarks are highlighted in yellow.
Note: All benchmarks that have a direct correlation to 7th grade Civics are highlighted in green and are also considered essential.
Note: Topic/Benchmark provides relevant historical knowledge which assists the learner in Civic understanding are highlighted in blue.
Note: Topic/Benchmark is a skill benchmark relevant to Civics are highlighted in purple
Inform participants that throughout the pacing guides- important Civic information is designated as indicated on this slide.

10. Sample Resource Description
Inform participants that the new U.S. History course for 6th grade will be TRUE to the teaching of U.S. History and emphasize Civic information that will assist students in 7th grade Civics- this will NOT be another Civics course- it is U.S. History content with an EMPHASIS on Civic ideas, knowledge, and dispositions. See text box inserted into existing MS US History pacing guide as a place holder for the types of resources that will be developed. Note major topic here: Colonial American. Also note that the U.S. History content is the driving force behind the instruction and the 7th grade Civics related topics/information is an EMPHASIS. In short, civics knowledge and dispositions are emphasized THROUGH the study of U.S. History.

11. Existing Resources Adaptation
Inform participants that along with new lesson plans and labs to support this transition, current 8th grade resources will also be adapted- e.g. History Labs.

12. What are the item specs? Why use them?
Ask for any 11th grade participants to share what they know about the item specs and how they currently use them. Explain to participants that now 9th grade history teachers should really be making strategic decisions about how and what they emphasize when teaching modern world history, and that using the item specs for US History can help to inform their decision-making. Explain that we will now go through some detailed slides to explain exactly what they are and what information they contain.
Distribute the sample item specs page(s) to participants so they may follow along while going through the slideshow.

13. Basic Information:
The Specifications is a resource that defines the content and format of the test and test items for item writers and reviewers.
The Specifications indicates the alignment of test items with the NGSSS. It also serves to provide all stakeholders with information about the scope and function of the end-of-course assessments
Refer to Overall Considerations on page 2 in the Test Item Specifications booklet. This document is constructed to help item writers see a range of difficulty and complexity for test items that may appear on the test.

14. Basic Information:
the Specifications describes how the U.S. History (Civics) benchmarks are assessed on the U.S. History (Civics) EOC Assessment.
Supplemental reference, when developing Test.
Refer to Overall Considerations on page 2 in the Test Item Specifications booklet. This document is constructed to help item writers see a range of difficulty and complexity for test items that may appear on the test.

15. Utilizing Item Specifications to formulate Test Items
Test items are written to measure primarily one benchmark; however, other benchmarks may also be reflected in the item context and therefore, also assessed benchmarks are included under the main tested benchmarks in the Item Specifications.
Test items assess the application of the concept rather than the memorization of U.S. History(Civics) related dates, names, facts, laws, or theories unless otherwise noted in the individual benchmark specifications.
Although most of the test items are of average difficulty and moderate complexity, some of the items presented will be challenging for some students and are specifically included to prompt item writers to submit test items that will measure the abilities of students in higher achievement levels

16. Definitions of Benchmark Specifications
Strand:
Refers to a category of knowledge. The strands for Social Studies are American History, Geography, Economics, World History, Civics and Government, and Humanities.
Reporting Category:
There are three reporting categories for U.S. History: Late Nineteenth and Early Twentieth Century; Global Military, Political, and Economic Challenges; and The United States and the Defense of the International Peace.
Standard: refers to the standard statement presented in the NGSSS-SS.

17. Continued… Definitions of Benchmark Specifications
Provides specific statements of what students are expected to achieve. In some cases, the assessment of one benchmark encompasses the context of the other related benchmarks. The related benchmarks are noted in the benchmark statement and are stated in the “Also Assesses” section.
Also Assesses:
Refers to the benchmarks that are closely related and assessed within the benchmark (see description above).
Benchmark Clarification:
Explains how the achievement of the benchmark will be demonstrated by students. These clarification statements explain what students are expected to do when responding to the question and are written for the benchmark and the “Also Assesses” benchmark(s).

18. Continued… Definitions of Benchmark Specifications
Content Limit:
Defines the range of content knowledge and degree of difficulty that should be assessed in the test items for the benchmark. The content limit defined in the Individual Benchmark Specifications may be an expansion or further restriction of the Overall Considerations. (Must be used to plan your lessons)
Stimuli Attribute:
Defines the types of stimulus materials that are used in the test items, including the appropriate use of scenarios, content, or graphic materials. (Your instructional materials should match the stimuli attributes of the benchmark taught: i.e., political cartoon, timelines, graphs, etc.)
Content Focus:
Defines the content measured by each test item. Content focus addresses the broad content and skills associated with the examples found in the standards, benchmarks, or benchmark clarifications.(Must also be used to plan your lessons)
Benchmark content limits are to be used in conjunction with the Overall Considerations in the Specifications. Content Focus these terms are given in addition to those found in the standards, benchmarks, and benchmark clarifications

19. Continued… Definitions of Benchmark Specifications
Sample Items - are provided for each assessed benchmark. The sample items are presented in a format similar to the one used in the test. The correct answer for each sample item is identified with a five-point star.
After each individual Benchmark Specifications for the U.S. History End Of Course

20. History Labs: A Social Studies Best Practice What is a History Lab?
Ask participants to share what they know about history labs and explain how they have used them in the past. Explain to 6th grade teachers that there are many existing 7th grade history labs that can be used or adapted to work for 6th grade world history.
Explain to participants:
History labs must be done as collaborative in-class activities. History labs cannot be done at the beginning of a lesson, nor as Homework. Students must have appropriate background knowledge in order to fully participate and engage in a history lab. There is a fine balance between providing enough background knowledge and too much background….

21. History Labs: A Social Studies Best Practice
SS.7.C.1.3 Declaration of Independence
Have teachers access the SS.7.C.1.3 Declaration of Independence history lab and work in groups to complete.

22. Existing Lesson Plans to Support You
Go to socialsciences.dadeschools.net
Click on Pacing Guides/Lessons
Have them open the Declaration of Independence (5th grade benchmark Remind teachers not to get confused with the benchmark #s which vary between grade levels. Concentrate on the topic that the benchmark covers.) lesson on tablet and decide which components can be used or modified for 6th grade US history.. Each group will share out their comments and ideas.

23. Next Steps- how to get prepared?
This goes out to the current 6th grade teachers:
Get a copy of the U.S. History text and review it.
Review the pacing guides, timelines, and year at a glance.
Remember- the electronic textbook’s reading level can be changed to better accommodate 6th grade learners (it is automatically set for 8th grade reading level).
Devise a plan with your department to share instructional materials.
Be on the look out for upcoming PD opportunities to improve your:
U.S. History knowledge and skills and
Your technology skills through the Digital Transformation Initiative trainings.
All dates of aforementioned trainings are pending.
Share information on this slide.

24. Next Steps- how to get prepared?
This goes out to the current 6th grade teachers:
How to change the reading level of the MS US History Digital Book:
Share information on this slide. Open the PDF and share with participants how to go about changing the reading level of the

25. BEST PRACTICES IN SOCIAL SCIENCES 6th grade – World History
Logistical Issues
: 906 students did not pass the 6th grade World History course.
Summer ????
Course Recovery- ????
Discuss issue with the logistics of students failing world history m.s. as we transition to the new courses. Encourage them to take the message back to their schools to do all that is possible to ensure that students pass this course.

26. Defining Transformational Leadership
Basic Idea of Leadership Teams
Idea of In-School Expertise Development
Ask participants what they think transformational leadership is. Show the first video clip defining transformational leaders. Have volunteers respond about their thoughts accordingly. Have them watch the first video link. Turn to a partner and have them come up with key words and phrases that jumped out at them from the video. Have them watch the second video and do the same activity with a different partner. Now refer them to the chart paper posted around the room and have them reflect on the sentence starters on each chart paper (sentence starts are as follows: My strengths as a leader are….; Areas I would like to grow in are….; I envision my department….; and My action plan is…..). Have participants write down their sentence finishes on the sticky notes and walk around the room and post them on the appropriate chart paper. Next, have them do a gallery walk and walk around the room reading each other’s responses. Do this in a staggered fashion diving the groups by numbers and having 1’s start first etc. Once all groups have done so have them return to their seats and ask individuals to share out their thoughts. Big idea is that they need to lead their departments towards these goals.