1. BEST PRACTICES IN SOCIAL SCIENCES Secondary Social Sciences Department Chairpersons

2. Topics….. Social Science curriculum updates. Resources on: M-DCPS Department of Social Sciences Website.M-DCPS Department of Social Sciences Website Role Social Sciences plays in improving student literacy and writing skills. Social Science EOC’s- How we did? Lessons Learned? Where do we go from here? Special Programs, Curricular Mandates, Instructional Packets, and Competitions Financial Literacy Field Trip Opportunities Pedagogy- Overview of Best Practices Department Chairpersons’ Expectations My Learning Plan AGENDA

3. Overview of Website www.socialsciences.dadesch ools.net Look for: – Current News – Pacing Guides/ Lessons – Quick link icons – Best Practices Quick Start – Weekly Briefings – Civics & U.S. History Modules – Digital Projects – Instructional Packets – Documents

4. Overview of Website- new this year www.socialsciences.dad eschools.net Look for: Civics in a Snap K-5 History Labs (6, 7, 8, 9, 11) Local History Digital Projects for 8 th grade (plus 7 th and 9 th from 2014-15).

5. Support Modules: NEED MORE TRAFFIC! Look for under Current News: Civics EOC Middle School Support Modules U.S. History High School Support Modules

6. Support Modules: Sample Module 1: Civics

7. Support Modules: Sample Module 1: U.S. History

8. Overview of Website- Weekly Briefings www.socialsciences.dadesch ools.net Look for: PD Announcements Program Updates Competitions Instructional Resources EOC Updates Special Events 29 thus far!

9. Overview of Website- Weekly Briefings 7 th grade Civics EOC Updates Briefing #18085 7 th grade Civics EOC Reminders and Updates 7 th grade Civics EOC Reminders and Updates

10. Overview of Website- Weekly Briefings 11 th grade U.S. History EOC Updates Briefing #18084 11thgrade U.S. History EOC Reminders and Updates 11thgrade U.S. History EOC Reminders and Updates

11. Pacing Guide Overview Pacing guides for social sciences courses can be found on our website socialsciences.dadeschools.net socialsciences.dadeschools.net Pacing guides include: – Course description – Highlighting to emphasize key benchmarks – General Internet resources – Course themes – History Lab instructions – Breakdown of topics to be taught: Topic name Pacing and dates Essential questions Essential content Benchmarks Links to lesson plans and history labs, if applicable Instructional tools: – FL Standards activity – Vocabulary – Technology links – Suggested activities – Assessment, ELL, etc. – Links to Discovery Ed. resources by topic – Links to NBC Learn resources

12. Scavenger Hunt Activity Use the Social Sciences website and the pacing guide for your grade level and subject area to answer the scavenger hunt questions. Best Practice: Have your department members do the scavenger hunt to familiarize themselves with the format/structure/resources of the pacing guides. You can find the scavenger hunt, along with this presentation, under Current News: Secondary Department Chairpersons.

13. Digital Convergence www.socialsciences.d adeschools.net Also- http://digital.dadesch ools.net http://digital.dadesch ools.net Look for: Lessons/projects embedded into 7 th, 8 th, and 9 th grade pacing guides. Discuss Best Practices.

14. What are the Literacy in the Florida Standards? 1.Balancing Informational and Literary Text 2.Building Knowledge in the Disciplines 3.Staircase of Complexity 4.Text-based Answers 5.Writing from Sources 6.Academic Vocabulary 1 & 2: Non-fiction Texts Authentic Texts 3: Higher Level of Text Complexity Paired Passages 4&5: Focus on command of evidence from text: rubrics and prompts 6:Academic Vocabulary

15. Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. (SS example: students read a historian’s account of Florida’s role in the Civil War). Shift 2Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities (SS example: The Civil War text/account is the base of instruction) Shift 3Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. (SS example: Instruction MAY require students to read same text multiple X’s) Shift 4Text-based Answers Students engage in rich and rigorous evidence based conversations about text. (SS example: Questions are about the TEXT) Shift 5Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. (SS example: In written response to an essential ?, students must use evidence from text) Shift 6Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts. (SS example: Civil War relevant vocabulary from text is learned through the text analysis experience). Defining the Literacy

16. EOC’s- Full Implementation

17. How did we do? 7 th grade Civics EOC

18. 7 th grade Civics EOC- by course FL_COURSE_ABBR_TITLENumber Tested% L3-5 M/J Civics535842% M/J Civics & Car Pl847137% M/J Civics Adv366783% M/J Civics Adv, Gifted184496% M/J Civics Adv & CP132994% M/J Civics Adv&Car P483285% M/J Civics CCR50%

19. How did we do? 11 th grade U.S. History EOC

20. 11 th grade U.S. History EOC- by course

21. EOC... Lessons Learned

22. 2015-16 Academic Year Starting 4 th year for US History 30% of student’s grade Weekly briefing 18084 Starting 3 rd year for Civics 30% of student’s grade Weekly briefing 18085

23. It is simple… Use the item specifications to drive instruction Stimuli-driven instruction based on the item specs

24. Planning is essential… Planning is essential for strategic instruction Planning should take place by using an array of resources But using the Item Specs is pivotal

25. There is no magic resource… No one resource will work alone Every resource has its purpose It is up to the teacher to determine what combination to use based on their students’ needs

26. Item Specs McGraw Hill Resources GatewayEscambia History Labs & Other Best Practices Data-Driven Instruction U.S. History

27. Item Specs McGraw Hill Resources GatewayEscambia History Labs & Other Best Practices iCivics & FLREA Resources FL Resources Data-Driven Instruction Civics

28. Differentiated Instruction is needed… Data shows an alarming discrepancy between Honors/Advanced and Regular

29. EOC’s in Social Sciences- Future Goals

30. Special Programs, Competitions, Instructional Packets, & Legislative Mandates

31. State Mandates & Competitions Resources Packets

32. Overview of Mandates African American History Character Education Hispanic Contributions to U.S. History Holocaust Education Women’s Contributions to U.S. History Note: Best practice means the infusion of these important topics and concepts throughout the entire year and special recognition during celebratory months.

33. Hispanic Contributions to the United States Lesson Plans / Resource Guides/ Power Point (#18063) Hispanic Heritage Essay Contest in Cooperation with Nova Southeastern University (#18088) 1 st Annual Hispanic Heritage Read in Chain (#18092) 1 st Annual Hispanic Heritage Oratorical Competition (#18093) Hispanic Heritage Education Advocates (#17980)

34. African American History Competitions: Theodore Gibson Oratorical Competition, African American Read in Chain, Black History Month Essay Contest, Black History Culture and Brain Bowl Lesson Plans: Connected to grade level benchmarks School Action Plan/Advocates Resources: Connected to grade level benchmarks

35. Women’s History/Contributions to U.S. History Read-in chain Essay Contest Oratorical Contest Annual publication of instructional resources

36. Holocaust Education Remembrance Days Packet Treblinka's Last Witness Resources Eli Wiesel Essay Contest Florida Jewish History Month Multiple Professional Development Opportunities

37. Character Education Curriculum Professional Development Parent and Family Involvement Service Learning

38. Competitions Geography Bee and History Bee Mock Trial Model United Nations Project Citizen We the People Black History and Culture Brain Bowl Theodore Gibson Oratorical Competition Various essay contests commemorating special events/initiatives

39. Instructional Packets: Published thus far Patriot Day (#17983) Hispanic Heritage Month (#18063) Constitution Day (#18086) Celebrate Freedom Week (#18089) Coming Soon- Veterans’ Day and Native American History Month in November

40. Voter Registration (SHS Slide Only) Best practices!

41. Instructional Packets: Also posted under current news

42. For a complete list of programs, special projects, competition with descriptions and activity month- see chart on Department’s website:

43. Field Trip Opportunities from our Partners:

44. Financial Literacy

45. Financial Literacy Instructional Resources from Everfi Now in Pacing Guides for the following grade levels (addendum included at the end of each 9 weeks): 4 th grade Florida History 5 th grade U.S. History 6 th grade World History 7 th grade Civics (only to be taught AFTER EOC) 8 th grade U.S. History 9 th grade World History 11 th grade U.S. History (only to be taught AFTER EOC) 12 th grade Economics (infused throughout entire course).

46. Financial Literacy- Sample Addendum

47. Financial Literacy- the need Mr. David Bianchi: Author- Blue Chip Kids

48. Financial Literacy- Future plans Coming Spring 2016: Two to three week instructional units to be implemented K-11 post- standardized testing season at the end of the academic year.

49. Best Practices Overview

50. PRIMARY SOURCE DOCUMENTS

51. Stimuli-Based Instruction Definition: The use of primary or secondary sources of information, emphasizing content/ skills explicitly stated in standards/ benchmarks, to increase student content knowledge, analytical skills, and engagement. (e.g. political cartoons, graphs, quotes, etc.)

52. Social Science Best Practices Stimuli-Based Instruction (more examples)

53. Library of Congress Resources Access teacher’s guides and tools for students to use when analyzing various types of stimuli from the LOC website: https://www.loc.gov/ teachers/usingprimar ysources/guides.html

54. C-E-R Claim-Evidence-Reasoning Definition: Requiring students to state a claim (e.g. an answer to a question), provide evidence to support the claim, and state a reason why the evidence answers the question.

55. Let’s Apply Inference/Observation Skills to Social Studies 1. There are no women in the painting. 2. The men are signing some sort of document. 3. This is a very important event. 4. These men are very important people. 5. George Washington is depicted in the painting. Directions: Place an ‘I’ before the statements that are inferences and an ‘O’ before the statements that are observations OR you may wish to make a T-chart.

56. Claim Evidence Reasoning Sample Student Response Claim: This painting shows an important event. Evidence: George Washington is in the painting and is considered the father of our country and an important historical person. Reasoning: Since the attention is on the signing of the paper and George Washington, an important person in U.S. history, is in the painting, it is logical to assume that this painting is about an important event. It is also logical to think that the signing of this paper or document had an important impact on history.

57. Using CER to Analyze Stimuli C-E-R Make a CLAIM Give EVIDENCE Explain REASON Practice using CER with the political cartoon. Discuss: How can this activity be used in your class?

58. Social Sciences Best Practices

59. SAMPLE: Correct Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that F- Separation of Powers- is the correct answer. The EVIDENCE I have is that in the box, it says that if all power is in one place, NO liberty or freedom exists. The REASON that this evidence supports the answer is that separation of powers is a key part of the Constitution which divides power among the 3 branches of government.

60. MYA- Post Assessment Item Analysis SAMPLE: Wrong Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that choice I- Federalism- is the correct answer. The EVIDENCE I have is that in the box, it mentions all 3 branches of government- legislative, executive, judicial. The REASON that this evidence supports the answer is that Federalism refers to the three branches of government. Teacher or Student Feedback: Choice I is incorrect- Federalism refers to shared powers between levels of government- local, state, federal.

62. CER Sample: Correct Answer I CLAIM that B- the power of big businesses during the Second Industrial Revolution - is the correct answer. The EVIDENCE I have is that in the cartoon it shows a child labor employer holding down child workers. The REASON that this evidence supports the answer is that many big businesses during the Second Industrial Revolution used child labor, and child labor was a major social issue of the day.

63. CER Sample: Wrong Answer I CLAIM that A- the power of political machines during the Second Industrial Revolution - is the correct answer. The EVIDENCE I have is that in the cartoon it shows a very powerful hand holding people down. The REASON that this evidence supports the answer is that political machines during the Second Industrial Revolution were too powerful and often abused their power by taking advantage of people. Teacher or Student Feedback: Choice A is incorrect- Political machines were an issue during the Second Industrial Revolution, but since the hand in the cartoon says “Child Labor Employer” it relates to big businesses.

64. C-E-R Rubric Use the rubric to evaluate C-E-R responses.

65. History Labs Social Science or History Labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task. Look for this logo on our website (http://socialsciences.dadeschools.net) and in the pacing guides for ready-made history labs.http://socialsciences.dadeschools.net

66. A New Era in Social Sciences- To Rigor and Beyond…………… Social Science Lab Steps: 1.Develop overarching/essential question. 2. Build background knowledge. 3. Conduct document analysis. 4. Take the learning task to the end- e.g., writing activity or other rigorous learning task.

67. A New Era in Social Sciences- To Rigor and Beyond…………… Social Science Lab Steps: 1.Develop overarching/essential question. 2. Build background knowledge. 3. Conduct document analysis. 4. Take the learning task to the end- e.g., writing activity or other rigorous learning task.

68. A New Era in Social Sciences- To Rigor and Beyond…………… Sample Lab: Please note template.

69. Secondary Department Chairpersons: Best Practices and Expectations Communicate, communicate, communicate! Have a read aloud (until teachers become accustomed to reading information on their own) When asked a question that has been answered (multiple times): Walk them through the steps to find the information on Department’s website.

70. Share the wealth!!! This presentation (and more to come) posted here: Look Under Current News: Secondary Dep’t Chairpersons

71. Share the wealth!!! This presentation (and more to come) posted here: Look Under Current News: Secondary Dep’t Chairpersons- give your department members a pop quiz- see sample here!

72. A New Era in Social Sciences- To Rigor and Beyond…………… Social Science Fund Raiser- Support Your Social Science Department- Order your Department of Social Sciences Shirt! $25.00 Pick up your flyer and order form on your way out. ALL ORDERS AND CHECKS MUST BE RECEIVED BY: 10-30.

73. A New Era in Social Sciences- To Rigor and Beyond…………… My Learning Plan: 2 main parts- complete the evaluation and the follow up assignment. ALL FOUND IN THE TEAM ROOM! Click on Team Room

74. A New Era in Social Sciences- To Rigor and Beyond…………… My Learning Plan: 2 main parts- complete the evaluation and the follow up assignment. ALL FOUND IN THE TEAM ROOM! Click on Instructional Evaluation Click on Follow Up and Instructions for Sharing Files

75. Team Social Sciences- one team- one message: Improve student achievement! District Department of Social Sciences Mr. Robert C. Brazofsky, Executive Director Phone: 305 995-1982 E-Mail: rbrazofsky@dadeschools.netrbrazofsky@dadeschools.net Dr. Sherrilyn Scott, Supervisor Phone: 305 995-1971 E-Mail: sherrilynscott@dadeschools.netsherrilynscott@dadeschools.net Ms. Jackie Viana, SupervisorPhone: 305 995-2772 E-Mail: jviana@dadeschools.netjviana@dadeschools.net Dr. Miriam Klein Kassenoff, Holocaust EducationPhone: 305 995-1201 E-Mail: mkassenoff@dadeschools.netmkassenoff@dadeschools.net Mr. Nicolas Valdes, CSSPhone: 305 995-1781 E-Mail: nicolasvaldes@dadeschools.netnicolasvaldes@dadeschools.net Ms. Kelly Webner, CSSPhone: 305 995-2352 Email: kwebner@dadeschools.netkwebner@dadeschools.net Support Staff Mr. Michel Delgado, Senior Computer OperatorPhone: 305 995-1469 E-Mail: mdelgado4@dadeschools.netmdelgado4@dadeschools.net

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