Dr. Kenneth V. Anthony, kva3@msstate.edu Dr. Nicole C. Miller, ncm39@msstate.edu

1. Social Studies: Injecting Common Good into the Common Core Presented at:MAMLE GOES HOLLYWOOD Spotlighting Common Core … and More February 22, 2013 Dr. Kenneth V. Anthony, kva3@msstate.edu Dr. Nicole C. Miller, ncm39@msstate.edu

2. Purpose • Social studies teachers must use Common Core State Standards to expand educational outcomes from the narrow college and career focus as espoused by advocates CCSS.

3. Aims • Common Core State Standards: Focus on college and career ready- literacy. • Social Studies:College and career ready is a very important goal and all teachers should be included in reaching these goals, but as social studies teachers we need to focus on and protect our primary mission: citizenship education.

4. Historical thinking • Our goals as social studies teachers and the CCSS standards have the potential to improve instruction that develops historical thinking making social studies instruction more rigorous, more student focused, and more authentic. • Using primary sources to reach literacy goals of CCSS and the civic education goal of social studies is an excellent way to successfully wed the two aims.

5. An example from the CCSS: • Reading standards for informational text 5th grade Craft and Structure 4: Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.

6. Mayflower Compact

7. Mayflower Compact In ye name of God Amen· We whose names are vnderwriten, the loyall subjects of our dread soueraigne Lord King James by ye grace of God, of great Britaine, franc, & Ireland king, defender of ye faith, &c Haueingvndertaken, for yeglorie of God, and aduancemente of yechristian^faith and honour of our king & countrie, a voyage to plant ye first colonie in yeNortherne parts of Virginia· doe by these presents solemnly & mutualy in ye presence of God, and one of another, couenant, & combine our seluestogeather into a ciuill body politick; for ye our better ordering, & preseruation & fur=therance of ye ends aforesaid; and by vertuehearof, to enacte, constitute, and frame shuch just & equalllawes, ordinances, Acts, constitutions, & offices, from time to time, as shall be thought most meete & conuenient for yegenerall good of yecolonie:  vnto which we promise all due submission and obedience.  In witneswherof we haueherevnder subscribed our names at Cap=Codd ye ·11· of Nouember, in ye year of yeraigne of our soueraigne Lord king James of England, france, & Ireland ye eighteenth and of Scotland yefiftie fourth. Ano: Dom ·1620·|

8. Mayflower Compact that we can read Agreement Between the Settlers at New Plymouth : 1620 IN THE NAME OF GOD, AMEN. We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, Defender of the Faith, &c. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and Country, a Voyage to plant the first Colony in the northern Parts of Virginia; Do by these Presents, solemnly and mutually, in the Presence of God and one another, covenant and combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and Furtherance of the Ends aforesaid: And by Virtue hereof do enact, constitute, and frame, such just and equal Laws, Ordinances, Acts, Constitutions, and Officers, from time to time, as shall be thought most meet and convenient for the general Good of the Colony; unto which we promise all due Submission and Obedience. IN WITNESS whereof we have hereunto subscribed our names at Cape-Cod the eleventh of November, in the Reign of our Sovereign Lord King James, of England, France, and Ireland, the eighteenth, and of Scotland the fifty-fourth, Anno Domini; 1620.

9. Some things students can focus on • Geographic locations: Great Britain, France, and Ireland; Virginia; Cape Cod • People: Sovereign Lord King James, by the Grace of God, of Great Britain, France, and Ireland, King, Defender of the Faith, &c. • Domain specific vocabulary: voyage, colony, Constitution, Ordinance • Domain specific concepts: Body Politick • Time: 1620 (what else is going on in the world?), Anno Domini (what does this mean?)

10. Other CCSS for the Mayflower Compact • Key ideas and details 2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. • Key ideas and details 3: Explain the relationships, or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. • Integration of knowledge and ideas 9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

11. But don’t forget our aim Teach to the Mississippi Social Studies 5thgrade Competency: Civil Rights/Human Rights 3. Understand how political, religious, and economic ideas and interests influenced the founding of the United States. Objectives A and D.

12. Further thoughts on historical thinking • Explanation of an idea- to make an abstract idea concrete • Application of an idea- used for proof of the efficacy of an idea • To support of statement- prove the possibility of some phenomena or effect • To support a doctrine or theory- “detailed presentation of a historical event” to prove a theory through deduction. From Clausewitz (1832/1989)

13. Primary sources To get value from historical examples and events teachers must teach a “detailed presentation of a historical event.” (Clausewitz, 1832/1989, p. 170-174) One way for us to do this is through primary sources.

14. An example “The decade of the 1950s was capped by the presidential election of John F. Kennedy in 1960. President Kennedy was a committed to the civil rights movement as Abraham Lincoln was to the abolition of slavery.” (p. 263) from A Placed Called Mississippi (Sansing, 2013)

15. CCSS Reading Standards for Literacy in History/ Social Studies 6-12 Standard (Grades 6-8) 8. Distinguish between fact, opinion, and reasoned judgment in a text 9. Analyze the relationship between a primary and secondary source on the same topic. 4th grade Competency 4/ Objective B that addresses historical figures, circumstances and conditions related to the struggle for civil/human rights in Mississippi and their impact on Mississippi’s society It also supports Competencies in 9th grade.

16. Social Studies Aim Students can use primary sources to create their own “detailed presentation” of the Kennedy’s impact on civil rights in Mississippi. They can also evaluate Kennedy’s commitment to civil rights, compare Kennedy and Lincoln, and compare Kennedy and other modern Presidents (including Johnson) and their success encouraging the development of civil rights.

17. Your Turn “When Susan B. Anthony mobilized about seventy women to vote nationwide in 1872, she was indicted, convicted, and fined” (p. 476). from The Enduring Vision: A History of the American People, Volume II: Since 1865 (Boyer, Clark, Haltunen, Kett, Salisbury, Sitkoff, Woloch, 2011)

18. Indictment against Anthony http://blogs.archives.gov/prologue/wp-content/uploads/indictment-for-illegal-voting-front.jpg

19. Your turn • Everyone has a document or excerpt related to the trial of Susan B. Anthony for voting illegally in the 1872 election. • Using the Reading Standards for Literacy in History/ Social Studies from the CCSS find two or three specific objectives that you can use to help your students create their own “detailed presentation” of the event and learn important knowledge, skills, or dispositions that contribute to effective citizenship.

20. Here’s an example: Students can learn about the concept of a trial by jury, where it is guaranteed in our Constitution, and who should determine the guilt or innocence of a defendant.

21. Conclusion • CCSS provide an opportunity for social studies teachers to improve social studies instruction by teaching historical thinking using primary sources. • We must insure that the primary goal in our lessons is a social studies goal focused on increasing civic competence, understanding we can do this while supporting a literacy goals.

22. List of witnesses http://research.archives.gov/description/278303

23. Case against Anthony http://research.archives.gov/description/278303

24. Conviction document http://www.archives.gov/exhibits/documented-rights/exhibit/section3/detail/anthony-conviction.html

25. Record of conviction http://www.archives.gov/exhibits/documented-rights/exhibit/section3/detail/anthony-conviction.html

26. Fine

27. Refusal to pay fine

28. Cartoon http://www.virginiamemory.com/online_classroom/shaping_the_constitution/doc/iron

29. Cartoon http://www.loc.gov/pictures/resource/cph.3a51845/

30. Working with Web 2.0 Tools • For collaboration and analysis • Padlet (formerly WallWisher) • No registration required for students to participate (though you can) • http://padlet.com/wall/9x6l0cxjfd

31. Working with Web 2.0 Tools • For individual or small group analysis • Glogster EDU ($20 for an annual teacher account) • http://millern.edu.glogster.com/tps-election-day/

32. Working with Web 2.0 Tools • Text/website annotation • Diigo (they now have a teacher account)

33. Working with Web 2.0 Tools • Museum Box • http://museumbox.e2bn.org/ • “This site provides the tools for you to build up an argument or description of an event, person or historical period by placing items in a virtual box. What items, for example, would you put in a box to describe your life; the life of a Victorian Servant or Roman soldier; or to show that slavery was wrong and unnecessary? You can display anything from a text file to a movie. You can also view and comment on the museum boxes submitted by others.”