1. Department of Social Sciences Summer Services Professional Development July 1, 2014 Country Club Middle School

2. Overview of Documents Department of Social Sciences Website Overview: Department of Social Sciences Website Overview: http://socialsciences.dadeschools.net/ Summer at a Glance – Major Topics (7 TH and 8 th Grade) Summer at a Glance – Major Topics (7 TH and 8 th Grade) Summer Pacing Guides Summer Pacing Guides Links, passwords, ideas, activities, resources Links, passwords, ideas, activities, resources Online Textbook: (McGraw-Hill ) - portal Online Textbook: (McGraw-Hill ) - portal Pages/Lessons Pages/Lessons 7 th Grade Civics Password for Lessons: miami- dade-civics 7 th Grade Civics Password for Lessons: miami- dade-civics

3. Thinking like a Social Scientist

4. 5 Pillars in Florida Standards and Social Science Connection 1. Text Complexity 2. High-quality text-dependent questions and tasks 3. Range and quality of texts 4. Focus on academic and domain-specific vocabulary 5. Writing and research that analyze sources and deploy evidence

5. Library of Congress: Teaching with Primary Sources

6. Collection Highlights loc.gov loc.gov American Memory Collection American Memory Collection Prints and Photographs Prints and Photographs Historic Newspapers Historic Newspapers Performing Arts Performing Arts Veteran’s History Veteran’s History Sound Recordings Sound Recordings Film Film Maps Maps Manuscripts Manuscripts

7. www.loc.gov/teachers Benefits of using primary sources in the classroom: Benefits of using primary sources in the classroom: o Establish a learner-centered environment o Help students to develop inquiry and communication skills to foster both active and reflective learning o Encourage student assessment of process and content of learning

8. Classroom Materials From the LOC teacher’s site: From the LOC teacher’s site: Click: Click: Classroom Materials Classroom Materials Primary Source Sets Primary Source Sets

9. Primary Source Analysis Tool www.loc.gov/teachers/usingprimarysources/guides.html www.loc.gov/teachers/usingprimarysources/guides.html www.loc.gov/teachers/usingprimarysources/guides.html Analysis may be done on any type of primary source. Analysis may be done on any type of primary source. Analysis process should be modeled for students and done frequently for the best results. Analysis process should be modeled for students and done frequently for the best results. Analysis process is recursive. Analysis process is recursive.

12. Analyzing a Secondary Source- Painting of Pilgrims' Harvest Dinner

13. Map of Journey of the Mayflower

14. Beginning: Write a brief description of the map in their own words. Intermediate: Study three or more maps of a city or state during different time periods. Arrange them in chronological order. Discuss clues to the correct sequence. Advanced: Search for maps of a city or state of different time periods. Then compile a list of changes over time and other differences and similarities between the maps. Classroom Ideas

15. Extension Activities/Beyond the Primary Source Tool Kit Have students analyze a political cartoon related to the text. Use the political cartoon analysis task card to assist students in determining meaning of the cartoon. Have students analyze a political cartoon related to the text. Use the political cartoon analysis task card to assist students in determining meaning of the cartoon. Have students create their own political cartoon about the Pilgrims or about the Preamble (going back to the earlier activity). Have students create their own political cartoon about the Pilgrims or about the Preamble (going back to the earlier activity). Provide an alternate viewpoint reading about the Pilgrim experience or Preamble and have students complete a writing assignment comparing and contrasting the two authors’ differing opinions- this helps make the student think like a historian and question the validity of text and to develop the ability to formulate questions themselves. Provide an alternate viewpoint reading about the Pilgrim experience or Preamble and have students complete a writing assignment comparing and contrasting the two authors’ differing opinions- this helps make the student think like a historian and question the validity of text and to develop the ability to formulate questions themselves.

16. C-E-R in Social Science Conclusion Writing ( Claim – Evidence – Reasoning Claim: A conclusion that answers the original question Claim: A conclusion that answers the original question Evidence: Specific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. Evidence: Specific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. Reasoning: A justification that links the claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific/social science principles. Reasoning: A justification that links the claim and evidence. It shows why the data count as evidence by using appropriate and sufficient scientific/social science principles.

17. Observation vs. Inference— Definitions Observation—Using all your senses (not just eyes) to collect and record information about our world. Observations = EVIDENCE – Inference—Using observations to reach a logical conclusions. Inferences = EXPLANATION “An observation is what you see, feel, taste, hear or smell. An inference is what you think.” “An observation is what you see, feel, taste, hear or smell. An inference is what you think.” Bell, Randy, Teaching the Nature of Science Through Process Skills, Pearson Education, Inc., 2008, p. 41

18. Content Benchmarks for Activity NGSSS-SS Benchmarks: NGSSS-SS Benchmarks: SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances. SS.7.C.1.7 Describe how the Constitution limits the powers of government through separation of powers and checks and balances. SS.8.A.1.6 Compare interpretations of key events and issues throughout American History. SS.8.A.1.6 Compare interpretations of key events and issues throughout American History.

19. Civics EOC Item Specifications Reporting Category: Origins and Purposes of Law and Government Reporting Category: Origins and Purposes of Law and Government Standard: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. Standard: Demonstrate an understanding of the origins and purposes of government, law, and the American political system. SS.7.C.1.5 – Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. SS.7.C.1.5 – Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution. Content Focus: Constitutional Convention Content Focus: Constitutional Convention

20. Let’s Apply

21. Activity Teachers complete T-Chart Teachers complete T-Chart Write Inferences and Observations Write Inferences and Observations Write a claim, evidence and a reasoning Write a claim, evidence and a reasoning Create two extension activities, including a writing activity Create two extension activities, including a writing activity Group share Group share

22. T-Chart Activity T-Chart Activity O (Observations) = Evidence O (Observations) = Evidence I (Inferences) = Claim/Reasoning I (Inferences) = Claim/Reasoning

23. Pair/Group Activity Claim: Claim: Evidence: Evidence: Reasoning Reasoning Extension Activity 1: Extension Activity 1: Extension Activity 2: Extension Activity 2:

24. 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. 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. Some of the men are wearing wigs. 6. There is no electricity in the room. 7. The painting is depicting an event from long ago. 8. George Washington is one of the figures depicted in the painting. 9. The painter was present at this event when it was painted. 10. The majority of the men in the painting are paying attention to the person signing the document. 11. The men are wearing clothes that were worn during the time of the 1780’s. 12. Thomas Jefferson is one of the men depicted in the painting. 13. All of the men are pleased to be part of this event. 14. The impact of the signing of this document was huge on society. 15. It is important to sign documents.

25. Claim Evidence Reasoning Sample Student Response Claim: An important event is being depicted in the painting. Claim: An important event is being depicted in the painting. Evidence: George Washington is considered an important figure in U.S. History and is shown as a central figure in the painting. Evidence: George Washington is considered an important figure in U.S. History and is shown as a central figure in the painting. Reasoning: Since the central focus is on the signing of the document, it is reasonable to conclude that an important decision/event is being depicted. It is also reasonable to think that the signing of this paper or document has an important impact on society. Reasoning: Since the central focus is on the signing of the document, it is reasonable to conclude that an important decision/event is being depicted. It is also reasonable to think that the signing of this paper or document has an important impact on society.

26. Activity

27. Background Information Leutze's depiction of Washington's attack on the Hessians at Trenton on December 25, 1776, was a great success in America and in Germany. Leutze began his first version of this subject in 1849. It was damaged in his studio by fire in 1850 and, although restored and acquired by the Bremen Kunsthalle, was again destroyed in a bombing raid in 1942. In 1850, Leutze began this version of the subject, which was placed on exhibition in New York during October of 1851. At this showing Marshall O. Roberts bought the canvas for the then-enormous sum of $10,000. In 1853, M. Knoedler published an engraving of it. Many studies for the painting exist, as do copies by other artists. Leutze's depiction of Washington's attack on the Hessians at Trenton on December 25, 1776, was a great success in America and in Germany. Leutze began his first version of this subject in 1849. It was damaged in his studio by fire in 1850 and, although restored and acquired by the Bremen Kunsthalle, was again destroyed in a bombing raid in 1942. In 1850, Leutze began this version of the subject, which was placed on exhibition in New York during October of 1851. At this showing Marshall O. Roberts bought the canvas for the then-enormous sum of $10,000. In 1853, M. Knoedler published an engraving of it. Many studies for the painting exist, as do copies by other artists.

28. Sample Social Science Question A bill is a proposed or suggested law. Bills can be introduced by members of law making bodies, such as the U.S. Congress. Ideas are debated and others have to be convinced that your idea is good. A senator proposes a bill to eliminate federal income taxes. The senator stated during debate that if people had more money, the economy would grow and everyone would be better off and this was why he wanted to abolish the federal tax on people’s income. Below is a chart showing how many bills actually became law in Congress during various legislative sessions. Based on the information provided, answer the question that follows. Number of laws passed each year by Congress since 1947. Average number of bills introduces to Congress: 10,000 to 11,000 annually. 2012: 61;2011: 90;2010: 258;2009: 125;2008: 280;2007: 180;2006: 313;2005: 169;2004: 300;2003: 198;2002: 241;2001: 136;2000: 410;1999: 170;1998: 241;1997: 153;1996: 245;1995: 88;1994: 255;1993: 210;1992: 347;1991: 243;1990: 410;1989: 240;1988: 473;1987: 240;1986: 424;1985: 240;1984: 408;1983: 215;1982: 328;1981: 145;1980: 426;1979: 187;1978: 411;1977: 223;1976: 383;1975: 205;1974: 404;1973: 245;1972: 383;1971: 224;1970: 505;1969: 190;1968: 391;1967: 391;1966: 461;1965: 349;1964: 408;1963: 258;1962: 484;1961: 401;1960: 417;1959: 383;1958: 620;1957: 316;1956: 638;1955: 390;1954: 492;1953: 288;1952: 339;1951: 255;1950: 481;1949: 440;1948: 511;1947 : 395 Source: House Clerk's Office What is the chance that the senator’s bill will become a law? A.Very likely B. Somewhat likely C.Not likely D.Not at all Reasoning Evidence Claim

29. Analyzing Text Three Levels of Text Protocol Sit in a circle and identify a facilitator/timekeeper. Sit in a circle and identify a facilitator/timekeeper. A round consists of each person using 3 minutes to do the following: A round consists of each person using 3 minutes to do the following: – Level 1- Read aloud the passage she/he has selected – Level 2-Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.) – Level 3- Say what she/he sees as the implications for his/her work. – The group responding (maximum of 2 minutes) to what has been said. Repeat process outlines in #2 for each person in the group. Repeat process outlines in #2 for each person in the group. DEBRIEF As a group: Discuss- how the 3 levels of text protocol can assist students’ to deepen understanding of a given text. How does this address EOC benchmark mastery AND Florida Standards mastery? DEBRIEF As a group: Discuss- how the 3 levels of text protocol can assist students’ to deepen understanding of a given text. How does this address EOC benchmark mastery AND Florida Standards mastery?

30. Person #1: Identify symbols and metaphors. Person #2: Find details that contribute to the irony or humor of the cartoon. Both Persons: Use the background knowledge and details from the cartoon to form a conclusion and extract the main idea and cartoonist’s opinion of the event. Person #1: Identify symbols and metaphors. Person #2: Find details that contribute to the irony or humor of the cartoon. Both Persons: Use the background knowledge and details from the cartoon to form a conclusion and extract the main idea and cartoonist’s opinion of the event.

31. Summing it Up Establish a learner-centered environment Establish a learner-centered environment Develop text talk methods with students Develop text talk methods with students Increase student inquiry/communication skills Increase student inquiry/communication skills Encourage student self-assessment of process and content knowledge Encourage student self-assessment of process and content knowledge Make claims that are supported by evidence, using science and/or social science concepts to provide reasoning Make claims that are supported by evidence, using science and/or social science concepts to provide reasoning

32.  Text based questions and discussions  Using multiple texts with various viewpoints about the same topic  Requiring students to cite SPECIFIC evidence from text when answering essential questions  Developing writing assignments pulling all of these skills and concepts together  Utilizing project-based learning methods to increase skill and content acquisition Summing it Up

33. Contact Information Department of Social Sciences Department of Social Sciences Department of Social Sciences Department of Social Sciences http://socialsciences.dadeschools.net/ http://socialsciences.dadeschools.net/ http://socialsciences.dadeschools.net/ 305-995-1982 – office

34. Collaborative Planning Focus Lesson Focus Template Lesson Focus Template 4 week view 4 week view