Audience: 4th and 5th grade Social Sciences Teachers
Facilitator: Bob Brazofsky, Executive Director, Department of Social Sciences, Office of Academics ad Transformation
Resources: http://socialsciences.dadeschools.net
Guiding Questions: What does rigorous effective Social Sciences instruction look like? How can effective Social Science instruction support mastery of complex Florida Literacy Standards while mastering complex content benchmarks? What are History/Social Science Labs and how do they provide a valid best practice framework for effective Social Science instruction?
What is the connection between Florida History and US History content and Civics and how can this connection assist students in mastering complex course content and literacy skills?
What? / So What? / Now What?
What did we do? / What was significant to you? What inferences can you make about what we did or why we did it this way? / How might I use this at my school? What would I do differently?
5 Minutes- Overview of the day
Whole group discussion: why is it essential to strike a balance between content and skill acquisition?
What? / So What? / Now What?
What did we do? / What was significant to you? What inferences can you make about what we did or why we did it this way? / How might I use this at my school? What would I do differently?
Liberty Day Institute Program Presentation: The Importance of Teaching the Constitution
8:30 to 8:45
Introduction: Why We Are Here – Mr. Robert Brazofsky
Individual Introductions – Jimmy Sengenberger, Prof. Sean Foreman, Joseph Cofield
8:45 to 9:30
Setting the Stage: Why teach the U.S. Constitution, how to make the U.S. Constitution seem relevant to 5th graders today, and the importance of teachers going over the nuts and bolts of the structure of the U.S. government so that they have a strong foundation by the time they get to high school and college – Prof. Sean Foreman, Barry University
What? / So What? / Now What?
What did we do? / What was significant to you? What inferences can you make about what we did or why we did it this way? / How might I use this at my school? What would I do differently?
9:30 to 9:40
BREAK
Distribute Constitution Books
9:45 to 10:45
The Complete Educational Resource Package: The Liberty Day Institute’s hands-on and web-based learning resources – Jimmy Sengenberger, President & CEO
10:45 to 11:10
Sample Lesson: Voting Rights in America – Joseph Cofield, Florida State Coordinator
11:10 to 11:30
Questions and Answers
What? / So What? / Now What?
What did we do? / What was significant to you? What inferences can you make about what we did or why we did it this way? / How might I use this at my school? What would I do differently?
Lunch- On your Own- 11:30-12:30
12:30- 1:30- Overview of History Labs
History/Social Science Labs
· Format of a History/Social Science Lab:
o What is a History Lab? (show video)
o Developing Overarching Questions
o Building Background Knowledge
o Conducting Work
o Presenting and Supporting Interpretations
o Assessing Student Learning
Source: http://www.umbc.edu/che/historylabs/
What? / So What? / Now What?
What did we do? / What was significant to you? What inferences can you make about what we did or why we did it this way? / How might I use this at my school? What would I do differently?
1:30- 2:15 Minilab Sample- The Decision to abandon the Articles of Confederation- Was it an attack on state rights? Quote analysis activity.
Florida Standards:
LAFS Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
LAFS Describe how a text presents information (e.g., sequentially, comparatively, causally).
NGSSS-SS Content Standards: Relevant to Seventh Grade End of Course Exam Tested Benchmark. SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. SS.5.C.1.2 Define a constitution, and discuss its purposes. SS.5.A.5.10 Examine the significance of the Constitution including its key political concepts, origins of those concepts, and their role in American democracy.
8th grade U.S. history- SS.8.A.3.9Evaluate the structure, strengths, and weaknesses of the Articles of Confederation and its aspects that led to the Constitutional Convention
What? / So What? / Now What?
What did we do? / What was significant to you? What inferences can you make about what we did or why we did it this way? / How might I use this at my school? What would I do differently?
Whole Group Debrief
How do the pacing guides support this learning structure/routine?
ESSENTIAL QUESTIONS- Use them!
2:15-2:45: District Designated EOC Updates DDEOC May 11 – June 5, 2015.
In accordance with Florida Statute 1008.22(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.
Available on the Department of Social Sciences’ website, http://socialsciences.dadeschools.net, 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)
Highlighted in both the timeline documents and pacing guides are benchmarks that are included in the DDEOC Assessments.
What? / So What? / Now What?
What did we do? / What was significant to you? What inferences can you make about what we did or why we did it this way? / How might I use this at my school? What would I do differently?
Best practices in preparing students: Backwards planning from testing dates to engage in a review of most important benchmarks and concepts.
Resources available: Teachers can use publisher produced item banks to select test items on assessed benchmarks to determine student mastery and implement DI accordingly.
Sample Questions- See Power Point
What do you notice about the structure of the questions?
What can you do to engage the learner to be prepared for the DDEOC?
What best practice exists to use item analysis to reinforce content and skills?
How does teaching Social Science content assist the ENTIRE educational experience of the student AS WELL AS assist in improving student literacy skills?
2:45-3:00
Questions/Answers/Evaluation Procedures
Department of Social Sciences: Middle School and K-8 Center Scaled Leadership Presentation