Turn to a partner and discuss! What are you eating? When do you think the dessert you are eating was created/invented? Where do you think your dessert was invented?

Created by Smith Kendon Ice Cream on a Stick Created by Pharmacy Owner Chris Nelson- 1920, Pantened by Good Humor in 1923 United States Mint Candy Late 1780’s Created by Smith Kendon London, England Neopolitan Style Late 1880’s Italian-American Immigrants from Naples, Italy Drumstick 1931 Texas Ice Cream Sandwich 1905: Jersey Shore 1963: Patened in NJ

Turn to a partner and discuss! What else do you think was going on when your dessert was created/invented? What was life like back then? Does this dessert bring back memories for you personally? Do you prefer the type of dessert you are eating or that someone else is eating in the room? What other pieces of evidence do you think you need in order to find out information about your dessert that is reliable? What do you think these types of desserts look like in other parts of the world if they exist?

What did I just do? Turn discuss and then share!

Secondary Social Studies for Building Leaders 2017-2018

Why are we meeting today? To clearly articulate a vision for teaching and learning social studies as aligned to SCSD focus areas and assist building leaders in understanding the fundamental changes to social studies instruction and assessment that the RLH curriculum provides for student success. . How are we going to obtain the information today? Perform a basic task from the RLH Secondary SS Curriculum to understand what should be taking place in a social studies classroom and collaborate together to find common understandings of "Look For's“ in social studies classrooms across all grade 6-12 classrooms.   What are we going to do today? Examine the RLH curriculum and how it is aligned to the greater initiatives of the school district and identify best practices as aligned to the Danielson Rubric and new assessments in social studies.

OUR VISION SCSD Social Studies students will empathize, analyze, and organize, in order to realize positive change in our community, our country, and the world.

THE SCSD SOCIAL STUDIES GRADUATE WILL BE ABLE TO: Understand their own history and culture and the history and culture of others Value and respect the perspectives of others Examine the past to understand the present Investigate community and world issues analytically, thoroughly, and objectively Express informed opinions and perspectives confidently Participate actively in our social, political, and economic systems to achieve positive change Create innovative solutions to personal, community and world problems Take informed action to promote political, economic, and social justice

Social Studies Today

Social Studies Practices

SOCIAL STUDIES INSTRUCTIONAL SHIFTS OF PRACITCE Asking Compelling Questions Shift 2: Evaluating Primary and Secondary Sources Shift 3: Communicating Conclusions Shift 4: Taking Informed Civic Action Student Friendly Relevant Requires students to make an argument Close Reading Sourcing Contextualization Corroboration Essay writing Multimedia presentations Digital technologies (PL) Action includes something measurable that has impact on society Common Core Learning Anchor Standards addressed:  R1-10, W1,2,7-10, SL1 Common Core Learning Anchor standards addressed: R1, W7, SL1. Common Core Learning Anchor Standards addressed:   R1, W1-8, SL1-6

The RLH Curriculum as a tool for student engagement, content literacy and disciplinary literacy…. https://www.youtube.com/watch?v=CnWnLNSZTAg

Student Engagement & Relevance Disciplinary Literacy Social Studies Instructional Focus, RLH Curriculum and Danielson “Look For’s” Core Instructional Action 1: Student Engagement & Relevance Core Instructional Action 2: Content Area Literacy Core Instructional Action 3: Disciplinary Literacy Purpose We aim to foster student engagement through inquiry, relevant content, and taking informed action. We aim to engage students in analyzing sources and using evidence to create social studies claims and arguments. We aim to support student development of specific social studies disciplinary practices. Action We will create relevant learning experiences that promote student engagement, critical thinking, and students taking action to effect positive change. We will create learning experiences that engage and support students in analyzing authentic sources to create and defend arguments. We will create learning experiences that overtly integrate specific Social Studies Practices into instruction. “Look Fors” in lesson planning and instruction Plan lessons centered on compelling and essential questions in lesson plans. (1e) Use compelling and essential questions to drive class activities. (2b, 3a, 3b) Use culturally relevant examples and current events to fuel engagement and connect to student interest. (1a, 1b) Engage students in collaborative work groups. (1e, 3c) Create opportunities for students to generate questions. (3c) Use higher order questioning techniques. (3b) Ask students to apply their knowledge and skills to current issues and situations. (3a, 3c) Use a variety of high quality source(s)/text(s) in class activities (maps, charts, audio/video, text, etc.). (1a, 1d) Engage students in the analysis of authentic sources. (1a, 1c) Employing district-wide content-area literacy strategies and protocols. (3c, 3e) Create activities that ask students to draw meaning from documents and authentic sources. (1e, 3c,) Ask students to create social studies- based claims and arguments based on evidence. (1c, 1f, 3d) Use rubrics to assess and to guide student self-assessment. (1f, 3d) Engage students in complex instructional tasks and student activities that target specific social studies practices and skills. (1a, 1c, 1e, 3a, 3c) Use and unpack learning targets that incorporate specific social studies practices. (1c, 3a) Assess students’ mastery of specific social studies practices (skills) as well as social studies content. (1f, 3d)   Social Studies Practices defined by NYS include: Gathering, Using, and Interpreting Evidence; Chronological Reasoning & Causation; Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; Civic Participation

Why RLH; and how do I as a Building Leader benefit from this? The work that we do here today helps you become Highly Effective Building Leaders! Instructional Leadership 1: Establish and implement a shared vision for success Big Concept Highly Effective Develop and implement vision of shared success Partners with stakeholders to develop, review, and adjust vision of success that includes: Vision of high expectations College/career readiness Close alignment with district’s vision Collective Capacity and Buy-In Builds capacity of staff to align plans, actions and behaviors with vision of success and aligned goals Creates structures for educators to assess quantitative and qualitative data to adjust vision of success and goals at key moments throughout the year Accountability Creates and maintains a climate where staff and students hold staff and students hold self and others accountable to the vision of success Partners with staff to co-create shared accountability system that is defined, agreed to, understood and monitored Instructional Leadership 2: Drive high-quality rigorous, student-centered instructional programs Big Concept Highly Effective Knowledge and application of standards and assessment Evidence of deep understanding of standards and assessment and innovative ideas for application to practice Partners with instructional coaches, lead teachers, department heads and others to lead planning, learning communities and peer-to-peer learning to increase instructional rigor Focus on teaching and learning Collaborates to create, maintain, and share structures for accountability in a learning environment with a focus on teaching and learning where: Students have access to challenging work Students engage in high-interest and relevant learning College and career readiness skills and knowledge are supported and reinforced Staff and students demonstrate high expectations in goals, learning activities, behavior, and accountability Observations and Evaluation Data Uses observation/evaluation data to support monitoring and adjusting the school vision related/in response to student growth Ensures that educators use observation outcomes as a self-reflection tool for support and growth Rich in content and standards RLH is completely aligned to CCLS and focuses on Literacy RLH is on grade level and is rigorous SS Teachers all have been trained in RLH and 50% already use it in their instruction RLH promotes self ownership of learning and student discourse RLH is aligned to Danielson and District Assessments

Our Task

THIS HELPS ALL YOUR ELA SCORES GO UP TOO! Common Core Learning Anchor Standards addressed:R1-10, W1,2,7-10, SL1 Common Core Learning Anchor Standards addressed: R1, W1-8, SL1-6 If you can talk about it, then your chances of writing about it increase by 75% By students using such prompts you promote student discourse and analysis You need all these skills to be successful on parts I and II of the new assessments THIS HELPS ALL YOUR ELA SCORES GO UP TOO!

Student Engagement & Relevance Disciplinary Literacy Social Studies Instructional Focus, RLH Curriculum and Danielson “Look For’s” Core Instructional Action 1: Student Engagement & Relevance Core Instructional Action 2: Content Area Literacy Core Instructional Action 3: Disciplinary Literacy Purpose We aim to foster student engagement through inquiry, relevant content, and taking informed action. We aim to engage students in analyzing sources and using evidence to create social studies claims and arguments. We aim to support student development of specific social studies disciplinary practices. Action We will create relevant learning experiences that promote student engagement, critical thinking, and students taking action to effect positive change. We will create learning experiences that engage and support students in analyzing authentic sources to create and defend arguments. We will create learning experiences that overtly integrate specific Social Studies Practices into instruction. “Look Fors” in lesson planning and instruction Plan lessons centered on compelling and essential questions in lesson plans. (1e) Use compelling and essential questions to drive class activities. (2b, 3a, 3b) Use culturally relevant examples and current events to fuel engagement and connect to student interest. (1a, 1b) Engage students in collaborative work groups. (1e, 3c) Create opportunities for students to generate questions. (3c) Use higher order questioning techniques. (3b) Ask students to apply their knowledge and skills to current issues and situations. (3a, 3c) Use a variety of high quality source(s)/text(s) in class activities (maps, charts, audio/video, text, etc.). (1a, 1d) Engage students in the analysis of authentic sources. (1a, 1c) Employing district-wide content-area literacy strategies and protocols. (3c, 3e) Create activities that ask students to draw meaning from documents and authentic sources. (1e, 3c,) Ask students to create social studies- based claims and arguments based on evidence. (1c, 1f, 3d) Use rubrics to assess and to guide student self-assessment. (1f, 3d) Engage students in complex instructional tasks and student activities that target specific social studies practices and skills. (1a, 1c, 1e, 3a, 3c) Use and unpack learning targets that incorporate specific social studies practices. (1c, 3a) Assess students’ mastery of specific social studies practices (skills) as well as social studies content. (1f, 3d)   Social Studies Practices defined by NYS include: Gathering, Using, and Interpreting Evidence; Chronological Reasoning & Causation; Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; Civic Participation

DISTRICT FOCUS RLH CURRICULUM IS: Aligned to NYS SS Standards & CCLS Adaptable for personalized learning instruction and aims to foster key interventions in content literacy at teacher led stations. Supportive of ENL and Special Ed. needs as key scaffolds are provided Culturally Responsive as lessons are taught through multiple perspectives and give student voice Promotes Academic Discourse and Student Collaboration Allows for opportunity to take informed action in local community

Model, Model, Model! https://www.youtube.com/watch?v=c3SYxTf4BHk

NEW SOCIAL STUDIES ASSESSMENTS Part 1 25-30 Stimulus MC Questions Part 2: Short Answer Constructed Response Answers Part 3: Extended Essay on Enduring Issue

These are skills asked of our ELA Counterparts as well

Part 3: Extended Essay You can adapt and use 2 point and 4 point ELA Rubrics in Middle Schools for consistency and all you have to do is add components for content knowledge

Part 3: Extended Essay Enduring Issues Anchor Charts

Common District Wide Roadmaps to Support Historical Thinking by Grade Band

High School Grades 9-11 Mid Term Examination Period December 14-19 Principal Meetings with Supervisor & DDI Meetings January 3-12

Let’s Take a Look at a Sample RLH Lesson https://www.tes.com/lessons/cCYyK45oJzDTWQ/nyssc-spring-2016

Student Engagement & Relevance Disciplinary Literacy Social Studies Instructional Focus, RLH Curriculum and Danielson “Look For’s” Core Instructional Action 1: Student Engagement & Relevance Core Instructional Action 2: Content Area Literacy Core Instructional Action 3: Disciplinary Literacy Purpose We aim to foster student engagement through inquiry, relevant content, and taking informed action. We aim to engage students in analyzing sources and using evidence to create social studies claims and arguments. We aim to support student development of specific social studies disciplinary practices. Action We will create relevant learning experiences that promote student engagement, critical thinking, and students taking action to effect positive change. We will create learning experiences that engage and support students in analyzing authentic sources to create and defend arguments. We will create learning experiences that overtly integrate specific Social Studies Practices into instruction. “Look Fors” in lesson planning and instruction Plan lessons centered on compelling and essential questions in lesson plans. (1e) Use compelling and essential questions to drive class activities. (2b, 3a, 3b) Use culturally relevant examples and current events to fuel engagement and connect to student interest. (1a, 1b) Engage students in collaborative work groups. (1e, 3c) Create opportunities for students to generate questions. (3c) Use higher order questioning techniques. (3b) Ask students to apply their knowledge and skills to current issues and situations. (3a, 3c) Use a variety of high quality source(s)/text(s) in class activities (maps, charts, audio/video, text, etc.). (1a, 1d) Engage students in the analysis of authentic sources. (1a, 1c) Employing district-wide content-area literacy strategies and protocols. (3c, 3e) Create activities that ask students to draw meaning from documents and authentic sources. (1e, 3c,) Ask students to create social studies- based claims and arguments based on evidence. (1c, 1f, 3d) Use rubrics to assess and to guide student self-assessment. (1f, 3d) Engage students in complex instructional tasks and student activities that target specific social studies practices and skills. (1a, 1c, 1e, 3a, 3c) Use and unpack learning targets that incorporate specific social studies practices. (1c, 3a) Assess students’ mastery of specific social studies practices (skills) as well as social studies content. (1f, 3d)   Social Studies Practices defined by NYS include: Gathering, Using, and Interpreting Evidence; Chronological Reasoning & Causation; Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; Civic Participation

Personalized Learning, RLH & Danielson https://docs.google.com/document/d/1aaTNZ36TU3tZBad_M6CP1iYBb763O86C7mYk-ZjDLfA/edit

Student Engagement & Relevance Disciplinary Literacy Social Studies Instructional Focus, RLH Curriculum and Danielson “Look For’s” Core Instructional Action 1: Student Engagement & Relevance Core Instructional Action 2: Content Area Literacy Core Instructional Action 3: Disciplinary Literacy Purpose We aim to foster student engagement through inquiry, relevant content, and taking informed action. We aim to engage students in analyzing sources and using evidence to create social studies claims and arguments. We aim to support student development of specific social studies disciplinary practices. Action We will create relevant learning experiences that promote student engagement, critical thinking, and students taking action to effect positive change. We will create learning experiences that engage and support students in analyzing authentic sources to create and defend arguments. We will create learning experiences that overtly integrate specific Social Studies Practices into instruction. “Look Fors” in lesson planning and instruction Plan lessons centered on compelling and essential questions in lesson plans. (1e) Use compelling and essential questions to drive class activities. (2b, 3a, 3b) Use culturally relevant examples and current events to fuel engagement and connect to student interest. (1a, 1b) Engage students in collaborative work groups. (1e, 3c) Create opportunities for students to generate questions. (3c) Use higher order questioning techniques. (3b) Ask students to apply their knowledge and skills to current issues and situations. (3a, 3c) Use a variety of high quality source(s)/text(s) in class activities (maps, charts, audio/video, text, etc.). (1a, 1d) Engage students in the analysis of authentic sources. (1a, 1c) Employing district-wide content-area literacy strategies and protocols. (3c, 3e) Create activities that ask students to draw meaning from documents and authentic sources. (1e, 3c,) Ask students to create social studies- based claims and arguments based on evidence. (1c, 1f, 3d) Use rubrics to assess and to guide student self-assessment. (1f, 3d) Engage students in complex instructional tasks and student activities that target specific social studies practices and skills. (1a, 1c, 1e, 3a, 3c) Use and unpack learning targets that incorporate specific social studies practices. (1c, 3a) Assess students’ mastery of specific social studies practices (skills) as well as social studies content. (1f, 3d)   Social Studies Practices defined by NYS include: Gathering, Using, and Interpreting Evidence; Chronological Reasoning & Causation; Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; Civic Participation

Professional Development * K-8 Social Studies Institute November 4th