BEST PRACTICES IN SOCIAL SCIENCES
Secondary Social Sciences
Department Chairpersons
AGENDA
Topics…..
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Social Science curriculum updates.
Resources on: 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
Overview of Website
www.socialsciences.dadesch
ools.net
Look for:
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Current News
Pacing Guides/ Lessons
Quick link icons
Best Practices Quick
Start
Weekly Briefings
Civics & U.S. History
Modules
Digital Projects
Instructional Packets
Documents
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 8th
grade (plus 7th and 9th
from 2014-15).
Support Modules:
NEED MORE TRAFFIC!
Look for under
Current News:
• Civics EOC
Middle School
Support
Modules
• U.S. History
High School
Support
Modules
Support Modules:
Sample Module 1: Civics
Support Modules:
Sample Module 1: U.S. History
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!
Overview of Website- Weekly Briefings
7th grade Civics EOC Updates
• Briefing #18085
• 7th grade Civics EOC Reminders and Updates
Overview of Website- Weekly Briefings
11th grade U.S. History EOC Updates
• Briefing #18084
• 11thgrade U.S. History EOC Reminders and
Updates
Pacing Guide Overview
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Pacing guides for social sciences courses can be
found on our website
socialsciences.dadeschools.net
Pacing guides include:
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Course description
Highlighting to emphasize key benchmarks
General Internet resources
Course themes
History Lab instructions
Breakdown of topics to be taught:
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Topic name
Pacing and dates
Essential questions
Essential content
Benchmarks
Links to lesson plans and history labs, if applicable
Instructional tools:
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FL Standards activity
Vocabulary
Technology links
Suggested activities
Assessment, ELL, etc.
– Links to Discovery Ed. resources by topic
– Links to NBC Learn resources
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.
Digital Convergence
www.socialsciences.d
adeschools.net
Alsohttp://digital.dadesch
ools.net
Look for:
• Lessons/projects
embedded into
7th, 8th, and 9th
grade pacing
guides.
• Discuss Best
Practices.
What are the Literacy
Florida Standards?
1. Balancing
Informational and
Literary Text
2. Building Knowledge in
the Disciplines
in the
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
3. Staircase of Complexity
4. Text-based Answers
5. Writing from Sources
6. Academic Vocabulary
Defining the Literacy
Balancing
Informational
& Literary Text
Knowledge in the
Disciplines
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 3
Staircase 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 4
Text-based Answers
Students engage in rich and rigorous evidence based conversations about
text. (SS example: Questions are about the TEXT)
Shift 5
Writing 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 6
Academic 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).
Shift 1
Shift 2
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)
EOC’s- Full
Implementation
How did we do?
7th grade Civics EOC
7th grade Civics EOC- by course
FL_COURSE_ABBR_TITLE
M/J Civics
M/J Civics & Car Pl
M/J Civics Adv
M/J Civics Adv, Gifted
M/J Civics Adv & CP
M/J Civics Adv&Car P
M/J Civics CCR
Number Tested
% L3-5
5358
8471
3667
1844
1329
4832
5
42%
37%
83%
96%
94%
85%
0%
How did we do?
11th grade U.S. History EOC
11th grade U.S. History EOC- by course
EOC . . .
Lessons
Learned
2015-16 Academic Year
• Starting 4th year for US
History
• 30% of student’s grade
• Weekly briefing 18084
• Starting 3rd year for
Civics
• 30% of student’s grade
• Weekly briefing 18085
It is simple…
• Use the item
specifications
to drive
instruction
• Stimuli-driven
instruction
based on the
item specs
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
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
Item Specs
Data-Driven
Instruction
McGraw Hill
Resources
U.S.
History
History Labs
& Other Best
Practices
Gateway
Escambia
Item Specs
Data-Driven
Instruction
McGraw Hill
Resources
Civics
FL Resources
Gateway
iCivics
Escambia
& FLREA
Resources
History Labs &
Other Best
Practices
Differentiated Instruction is
needed…
• Data shows an
alarming
discrepancy
between
Honors/Advanced
and Regular
EOC’s in Social SciencesFuture Goals
Special Programs, Competitions, Instructional
Packets, & Legislative Mandates
State Mandates & Competitions
Resources
Packets
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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.
Hispanic Contributions to the United States
• Lesson Plans / Resource Guides/ Power Point (#18063)
• Hispanic Heritage Essay Contest in Cooperation with
Nova Southeastern University (#18088)
• 1st Annual Hispanic Heritage Read in Chain (#18092)
• 1st Annual Hispanic Heritage Oratorical Competition
(#18093)
• Hispanic Heritage Education Advocates (#17980)
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
Women’s History/Contributions to U.S. History
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Read-in chain
Essay Contest
Oratorical Contest
Annual publication of instructional resources
Holocaust Education
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Remembrance Days Packet
Treblinka's Last Witness Resources
Eli Wiesel Essay Contest
Florida Jewish History Month
Multiple Professional Development Opportunities
Character Education
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Curriculum
Professional Development
Parent and Family Involvement
Service Learning
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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
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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
Voter Registration (SHS Slide Only)
Best practices!
Instructional Packets:
Also posted under current news
For a complete list of programs, special projects,
competition with descriptions and activity
month- see chart on Department’s website:
Field Trip Opportunities from our Partners:
Financial Literacy
Financial Literacy
Financial Literacy Instructional Resources from
Everfi
Now in Pacing Guides for the following grade
levels (addendum included at the end of each 9
weeks):
4th grade Florida History
5th grade U.S. History
6th grade World History
7th grade Civics (only to be taught AFTER EOC)
8th grade U.S. History
9th grade World History
11th grade U.S. History (only to be taught AFTER
EOC)
12th grade Economics (infused throughout entire
course).
Financial LiteracySample Addendum
Financial Literacy- the need
Mr. David Bianchi: Author- Blue Chip Kids
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.
Best Practices Overview
PRIMARY SOURCE DOCUMENTS
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.)
Social Science Best Practices
Stimuli-Based
Instruction
(more examples)
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
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.
Let’s Apply Inference/Observation Skills
to Social Studies
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. George Washington is
depicted in the painting.
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.
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?
Social Sciences Best Practices
SAMPLE: Correct Answer
C-E-R: Claim, Evidence, Reasoning
I CLAIM that FSeparation of Powersis 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 IFederalism- is the
correct answer.
The EVIDENCE I have is
that in the box, it
mentions all 3
branches of
governmentlegislative, 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
incorrectFederalism
refers to shared
powers
between levels
of governmentlocal, state,
federal.
CER Sample: Correct
Answer
I CLAIM that Bthe 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.
CER Sample:
Wrong Answer
I CLAIM that Athe power of political
machines during the
Second Industrial
Revolution - is the
correct answer.
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.
The EVIDENCE I have is
that in the cartoon it
shows a very powerful
hand holding people
down.
C-E-R Rubric
Use the rubric to evaluate C-E-R responses.
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.
A New Era in Social SciencesTo 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.
A New Era in Social SciencesTo 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.
A New Era in Social SciencesTo Rigor and Beyond……………
Sample Lab: Please note template.
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.
Share the wealth!!! This presentation (and
more to come) posted here:
Share the wealth!!! This presentation (and
more to come) posted here:
A New Era in Social SciencesTo Rigor and Beyond……………
Social Science Fund RaiserSupport 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.
A New Era in Social SciencesTo 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
A New Era in Social SciencesTo 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
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.net
Dr. Sherrilyn Scott, Supervisor
Phone: 305 995-1971
E-Mail: sherrilynscott@dadeschools.net
Ms. Jackie Viana, Supervisor
Phone: 305 995-2772
E-Mail: jviana@dadeschools.net
Dr. Miriam Klein Kassenoff, Holocaust Education
Phone: 305 995-1201
E-Mail: mkassenoff@dadeschools.net
Mr. Nicolas Valdes, CSS
Phone: 305 995-1781
E-Mail: nicolasvaldes@dadeschools.net
Ms. Kelly Webner, CSS
Phone: 305 995-2352
Email: kwebner@dadeschools.net
Support Staff
Mr. Michel Delgado, Senior Computer Operator
Phone: 305 995-1469
E-Mail: mdelgado4@dadeschools.net
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