A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Social Sciences Best Practices: Heading to the Finish Line

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Social Sciences Best Practices: Essential that ALL SOCIAL SCIENCE GRADE LEVELS AND COURSES instruct with the following in mind: -Use course NGSSS-SS BENCHMARKS as the driving force behind instruction; -Instruct with STIMULI- Primary and Secondary Sources -Emphasize LEARNING SKILLS students will need to use to successfully perform tasks.

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Important Updates: 1.DDEOC (District Designated End of Course Assessments): May 11 – June 5, In accordance with Florida Statute (4) requiring that student progress be assessed in all courses offered in Florida public schools, the Department of Social Sciences has updated K-12 Social Sciences’ Pacing guides.

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Important Updates- DDEOC 3. Available on the Department of Social Sciences’ website, are updated pacing guides AND timelines for the following grade levels/courses: K-2 Social Sciences (20 MC Questions) 3-5 Social Sciences (30 MC Questions) DDEOC 6-12: 50 MC Questions 6 th grade World History 8 th grade U.S. History 9 th grade World History 12 th grade U.S. Government 12 th grade Economics 4. Highlighted in both the timeline documents and pacing guides are benchmarks that are included in the DDEOC Assessments.

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Important Updates- DDEOC 5.Best practices in preparing students: Backwards planning from testing dates to engage in a review of most important benchmarks and concepts. 6.Resources available: Teachers can use publisher produced item banks to select test items on assessed benchmarks to determine student mastery and implement DI accordingly.

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Important Updates- DDEOC 7.Resources available: On benchmark task samples (search via standards, social sciences, grade level, and sample tasks per benchmark can be viewed). 8.Continue to visit the pacing guide section of for continued updates as more resources become available.

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Important Updates: EOC for Review- BEST PRACTICES- 7 th grade Civics: – Best Practice: Strategically utilize the 4 Week Review Period included in the Pacing Guides prior to the administration of the Civics EOC (April 20 – May 22, 2015) – One week of review, per reporting category is allocated in the Pacing Guides. – Reporting categories are: Origins and Purposes of Law and Government; Roles, Rights, and Responsibilities of Citizens; Government Policies and Political Practices; & Organization and Functions of Government.

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Important Updates: EOC for 11 th grade U.S. History: – Best Practice: Strategically utilize the 3 Week Review Period included in the Pacing Guides prior to the administration of the U.S. History EOC (April 20 – May 22, 2015) – One week of review, per reporting category is allocated in the Pacing Guides. – Reporting categories are: Late 19 th Century and early 20 th Century, ; Global Military, Political, and Economic Challenges, ; & The U.S. and the Defense of International Peace, 1940-Present.

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Important Updates: EOC Reviews- Best Practices: – Models for Review (not a complete list): After school review camps; In school day review camps; Benchmark specific camps; Skill camps & content camps; & Interventionists – All models should be collaborative planning approach based off of MYA data and department input.

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Civics MYA Data Analysis MYA Specifics: 66 questions in total 52 questions from instructed benchmarks (79% of MYA) 14 questions from non-instructed benchmarks (21% of MYA)

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli U.S. History MYA Data Analysis MYA Specifics: 63 questions in total 51 questions from instructed benchmarks (81% of MYA) 12 questions from non-instructed benchmarks (19% of MYA)

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli Civics MYA Data Chats dadeschools.net Click on “Civics Support” then “Module 3.”

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli U.S. History MYA Data Chats es.dadeschools.ne t Click on “U.S. History Support” then “Module 3.”

A New Era in Social Sciences- SSS: Standards, Skills, and Stimuli MYA- Post Assessment Item Analysis Best Practice: a detailed analysis of : What the student CLAIMS is the answer to a given question; What EVIDENCE the student can provide to support said claim; and What REASONING the student can provide to support that the claim and evidence are accurate. C-E-R: Claim, Evidence, Reasoning This practice is essential for correcting MISINFORMATION and strengthening analytical skills.

MYA- Post Assessment Item Analysis 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.

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.

MYA- Post Assessment Item Analysis SAMPLE: Wrong Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that G- Individual rights- is the correct answer. The EVIDENCE I have is that in the box, it mentions liberty and I know one of our individual rights is liberty. The REASON that this evidence supports the answer, individual rights, is that protecting individual rights is a big part of the Constitution. Teacher or Student Feedback: Choice G is incorrect- True- individual rights are Constitutional Principals but it is not the main idea of the statement

MYA- Post Assessment Item Analysis SAMPLE: Wrong Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that H- Rule of Law- is the correct answer. The EVIDENCE I have is that in the box, it mentions power. I know that Power comes from laws. I know that we are a nation of laws. The REASON that this evidence supports the answer, rule of law, is that the Constitution is where it states that we all must follow all laws. Teacher or Student Feedback: Choice H is incorrect- True- Rule of Law is part of our Constitutional Principals but it is not the main idea of the statement

MYA- Post Assessment Item Analysis SAMPLE: Correct Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that H- The separate but equal doctrine is the correct answer. The EVIDENCE I have is that in the box, it states separation of race DOES NOT imply inferiority. The REASON that this evidence supports the claim to H as the correct answer is that in Plessy v. Ferguson, a SC case, determined that SEPARATE facilities WERE Constitutional as long as they were equal and the state legislatures had the right to such laws.

MYA- Post Assessment Item Analysis SAMPLE: WRONG Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that F- The ERA doctrine is the correct answer. The EVIDENCE I have is that in the box, it states separation of race DOES NOT imply inferiority therefore meaning equal. The REASON that this evidence supports the claim to F as the correct answer is that in Plessy v. Ferguson, a SC case, determined that SEPARATE facilities WERE Constitutional as long as they were equal and the state legislatures had the right to such laws- therefore they passed the Equal Rights Amendment Teacher/Student response: F is incorrect as ERA was about equal rights for Women and much later in history.

MYA- Post Assessment Item Analysis SAMPLE: WRONG Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that G- The individual choice doctrine is the correct answer. The EVIDENCE I have is that in the box, it states separation of race DOES NOT imply inferiority therefore meaning all INDIVIDUALS are equal. The REASON that this evidence supports the claim to G as the correct answer is that in Plessy v. Ferguson, a SC case, determined that SEPARATE facilities WERE Constitutional as long as they were equal and therefore affects all INDIVIDUALS. Teacher/Student response: G is incorrect as individual choice doctrine does not exist and there is nothing in the opinion referencing such a doctrine.

MYA- Post Assessment Item Analysis SAMPLE: WRONG Answer C-E-R: Claim, Evidence, Reasoning I CLAIM that I- State’s sovereignty doctrine is the correct answer. The EVIDENCE I have is that in the quote, it states “competency of the states” meaning within the power or jurisdiction of the states to create such laws- synonymous with sovereignty. The REASON that this evidence supports the claim to I as the correct answer is that in Plessy v. Ferguson, a SC case, determined that SEPARATE facilities WERE Constitutional as long as they were equal and therefore affects all INDIVIDUALS- and states have the power to pass such laws. Teacher/Student response: I is incorrect as no such doctrine exists; however “competency of the states” is synonymous with the concept of sovereignty.

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