Building Rigor through Social Studies and Common Core Elementary Level (Grades)

1. Building Rigor through Social Studies and Common CoreElementary Level (Grades) Common Core: Reading: Informational Text Reading: Foundational Skills Research to Build and Present Knowledge Writing (Range of Writing) Text Types and Purposes

2. Addressing Common Core… In the Elementary Grade Levels (based on grade level) Common Core: • Reading: Informational Text • Reading: Foundational Skills • Research to Build and Present Knowledge • Writing (Range of Writing) • Text Types and Purposes

3. Rigor, Rigor! What is Rigor? • Rigor, We hear it all the time! • What is Rigor?

4. Defining Rigor & What it looks like • Academic rigor can be defined as the set of standards we set for our students and the expectations we have for our students and ourselves. • Rigor includes our basic philosophy of learning – we expect our students to demonstrate not only content mastery, but applied skills and critical thinking about the disciplines being taught. • Rigor also means that we expect much from ourselves, our colleagues, and our institutions of learning.

5. Outcomes of Rigor • Clear expectations define what students should know and be able to do. • Higher test scores. • Improved writing skills. • Attaining the benchmarks at each grade level. • Utilizing higher ordered thinking skills.

6. Rigor in the Classroom • Develop a set of best management practices for promoting academic excellence through rigor in the classroom. • Develop strategies for establishing instructional goals for academic excellence and for documenting progress toward these goals. • Assess our current understanding of rigor in the classroom.

7. Components of Rigor Assists students in fulfilling predetermined outcomes and competencies by challenging them with high expectations. -Essential components of rigor in the classroom: • Content acquisition • Critical thinking • Relevance • Integration • Application of concepts • Long term retention • Responsibility

8. Brainstorming! What strategies do you use with your students to analyze the following: • Textbook • Poems • Documents • Lyrics • Art Work • Readings

9. Rigor • The idea is to increase the rigor, make connections, deep analysis and integrate Civics education in preparation for Middle School.

11. Independence Day 1964 shows an African American family watching fireworks. The fireworks represent the Civil Rights Bill. President Johnson signed the Civil Rights Act of 1964 into law on July 2, 1964. Source: Loc..gov

12. Civil Rights Act of 1964 • Civil Rights Act of 1964 • Forbade discrimination in public accommodations engaged in interstate commerce • Promoted school integration • Protected voting rights • Forbade discrimination in employment based on race, color, religion, national origin, and sex. • Created the Equal Employment Opportunity Commission • Voting Rights Act of 1965

13. Before 1964 Source: Florida DOE Miami, Florida Miami, Florida

14. Before 1964 Source: Florida DOE Montgomery, Alabama Southern United States

15. Before 1964 Source: Florida DOE

16. Benchmarks Connection 4TH GRADE – 4th Nine Weeks Grading Period (Pacing Guide) • Content Benchmarks: SS.4.A.8.1 Identify Florida's role in the Civil Rights Movement. • Skill Benchmarks: SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. SS.4.A.1.2 Synthesize information related to Florida history through print and electronic media.

17. Benchmarks Connection • 5TH GRADE - 4thNine Weeks Grading Period (Pacing Guide) • Content Benchmarks: SS.5.A.1.1: Use primary and secondary sources to understand history. • Skill Benchmarks: SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods.

18. Building Rigor • Civil Rights Movement in Florida Reading • Events Cycle Graphic Organizer

19. Excerpt – Civil Rights Act of 1964 • TITLE II--INJUNCTIVE RELIEF AGAINST DISCRIMINATION IN PLACES OF PUBLIC ACCOMMODATION SEC. 201. (a) All persons shall be entitled to the full and equal enjoyment of the goods, services, facilities, and privileges, advantages, and accommodations of any place of public accommodation, as defined in this section, without discrimination or segregation on the ground of race, color, religion, or national origin. • (b) Each of the following establishments which serves the public is a place of public accommodation within the meaning of this title if its operations affect commerce, or if discrimination or segregation by it is supported by State action: • (1) any inn, hotel, motel, or other establishment which provides lodging to transient guests, other than an establishment located within a building which contains not more than five rooms for rent or hire and which is actually occupied by the proprietor of such establishment as his residence; • (2) any restaurant, cafeteria, lunchroom, lunch counter, soda fountain, or other facility principally engaged in selling food for consumption on the premises, including, but not limited to, any such facility located on the • premises of any retail establishment; or any gasoline station; • (3) any motion picture house, theater, concert hall, sports arena, stadium or other place of exhibition or entertainment; and

20. ARTISTS Draw Conclusions! Source: The College Board • Author • Reason • To Whom • Immediate effect • Subsequent effects • Time period • Use with readings, speeches, political cartoons, pictures, images, lyrics, etc. • Introduce first, do whole group, in small steps until student independency. • Springboard to Writing

21. Activity • Whole Group • Individual Group • Review ARTIST responses

22. Integrating the Task Cards SOCIAL STUDIES QUESTION TASK CARDS TEXT STRUCTURES/ ORGANIZATIONAL PATTERNS (LA.3-5.1.7.5) *Identify the text structure an author uses and explain how it impacts meaning. (e.g., compare/contrast, cause/effect, chronological order, description) Text Structure • What information can be found under the heading ? • How does the author help readers BETTER understand ? • Explain what the author does to make the information in easier to understand. • How does the author mostly explain ? Organizational Patterns • The author organized the section to ______. • Which statement below lets the reader know how the author organized the passage? • Why did the author begin the article/story with ______? • At the end of the passage/article/story, why does the author repeat ________? • Why did the author include the description of ___ in the article/story? SOCIAL STUDIES QUESTIONS TASK CARDS VALIDITY & RELIABILITY (LA.5.6.2.2) *Grade 5 only • For what could the information in the article/passage best be used? • What does the author use to support the information in the article/passage? • What information from the article supports the conclusion that ? • What are the reasons behind the author’s opinion that? • According to the information, what is the MOST VALID argument for ? • Which statement best supports the idea that ? • What is the greatest benefit of ? • What evidence supports ?

23. After 1964 SOURCE: Florida DOE Integration at Fulford Elementary, 1970 Integration at North Miami Jr. High, 1970

24. Building Rigor • Have students use the photographs from the Civil Rights movement of Florida to create a storyboard describing what might have happened before and after the photograph was taken. • Complete a writing activity, using ARTIST technique as the stepping stone.

25. Increasing Rigor, Integrating Civics • Introduce Political Cartoon – Discuss, write • Review Civil Rights Act of 1964 (content material) • Show and Discuss images before 1964 • Read Civil Rights Movement in Florida (reading) • Complete Event Cycle graphic organizer • Read excerpt from Civil Rights Act of 1964 • Use ARTIST primary source analysis technique, task cards • Show and Discuss images after 1964 (make connections) • Complete Before and After Activity Storyboard and writing activity

26. Helpful websites Library of Congress www.loc.gov National Archives www.archives.gov