For this week's Social Studies Sunday Political Cartoon Analysis we explore the TACOS strategy and writing assessment strategy of TREE to try to answer the following compelling question: Has America's Toy Story come to an end?
For this week's Social Studies Sunday Political Cartoon Analysis we explore the TACOS strategy and writing assessment strategy of TREE to try to answer the following compelling question: Does buying a cell phone support child labor?
March is a time in which we pause to go more in depth as we honor the many contributions Women have made to our national and global society. The March 2018 Theme National Women's History Month is "Nevertheless, She Persisted: Honoring Women Who Fight All Forms of Discrimination Against Women." Examine the changing cultural perceptions of women in society and honor their contributions in the following lessons and activities published by the National Education Association:
The Background of Women’s History Month
It is important to to understand that this celebratory month has its roots in the socialist and labor movements — the first Women's Day took place on Feb. 28, 1909, in New York City, as a national observance organized by the Socialist Party. It honored the one-year anniversary of the garment worker's strikes in New York that had taken place a year earlier, when thousands of women marched for economic rights through lower Manhattan to Union Square. (That strike in turn honored an earlier 1857 march, when garment workers rallied for equal rights and a 10-hour day.) Within two years, Women's Day had grown into an international observance that spread through Europe on the heels of socialism.
Meanwhile, in the U.S., feminist activists took issue with how the history books largely left out the story or contributions of women in America. In light of that imbalance, one group during the 1970s set about revising the school curriculum in Sonoma County, Calif., according to the National Women's History Project. Their idea was to create a "Women's History Week" in 1978, timed around International Women's Day, which the U.N. had begun officially marking in 1975.
The observance spread to schools around the county, and grew into a cause for celebration. Organizers held an annual "Real Women" essay contest, hundreds of women took part by giving presentations to students in their classrooms and the whole week culminated in a Santa Rosa, Calif. parade.
In 1979, Molly Murphy MacGregor, one of the week's organizers, traveled to Sarah Lawrence College in New York for a conference with the Women's History Institute. The participants heard about the week in Sonoma County, and the celebration soon spread across the country.
Gerda Lerner chaired the Institute at the time of the conference, and backed the movement to garner national recognition. As the week picked up steam, organizers lobbied Congress and President Jimmy Carter proclaimed the first national Women's History Week for March 2-8, 1980.
"Women’s history is women’s right—an essential, indispensable heritage from which we can draw pride, comfort, courage, and long range vision," Lerner was quoted saying in Carter's proclamation.
President Ronald Reagan passed further proclamations announcing Women's History Weeks, but by then some areas had already extended their celebrations for a month. The Women's National History Project lobbied for a longer observation, and Congress passed a proclamation in 1987 establishing Women's History Month. (Zorinthian, 2016)
The Youth Advisory Council, a student representative body from our high schools across the school district have been bu the last two months. Students have been meeting on a weekly basis at City Hall. Students began their expedition learning the in depth knowledge needed about local history and government. Once students began to formulate an understanding of the local political structures and how city hall works, they then began to formulate their own questions about what issues clearly impact the city of Syracuse. From there they had the pleasure of exploring common council meetings, met with common council members and the mayor of the city. Students examined the Mayor's Recommendations from his transition team as well. The Youth Advisory Council will now be exploring critical issues throughout the month of March and then have an opportunity to present their findings to the Common Council and make recommendations for improvement.
The unprecedented popularity of the movie Black Panther has spurred some educators to wonder how to channel the excitement into their classrooms. Enter the Wakanda curriculum, a standards-aligned resource to help continue conversations after the credits roll.
I wanted to take this time to address some inquiries and questions that have come up regarding the tragedy that occurred at Marjory Stoneman Douglas high school in Parkland Florida in which 17 individuals were gunned down by a former student.
The Syracuse City School District has not released any district wide sponsorship or stance on the tragedy. It is for this reason that I wanted to reach out to you to explain what we as social studies can do if we are addressing these issues of social studies in our classrooms. If you have serious questions or concerns, please contact myself or your building leader immediately.
It is very important that we understand the legal issues and constitutional rights of students as referenced in the court case of Tinker v. DeMoines. For this reason the New York State School Boards Association has released information to inform us about the legal actions or implications related to student walkouts. If you are interested in finding out in detail information about this click here.
After the mass shooting at Marjory Stoneman Douglas High School in Parkland, Florida, courageous survivors have inspired a groundswell of activism and advocacy. Here's what you need to know—and what we are able to do as social studies educators within our classrooms and schools.
School/Classroom Forums or Assemblies
On March 14: The National School Walkout that will occur at 10:00 a.m., no matter your time zone. is presently being Organized by the individuals behind the Women's March, this walkout will last 17 minutes—one minute for each victim of the Stoneman Douglas shooting. Instead of actually walking out, of the building may want to plan a school or classroom assembly or forum regarding the issue.
Have your students read and discuss Emma González's moving speech from a rally in Fort Lauderdale. Have them read and react to Christine Yared's New York Times op-ed. Summarize the survivors' multifaceted activism-from Twitter and #NeverAgain, to planned marches, media appearances and demands to speak with lawmakers—and ask your students to evaluate the efficacy of such action. In addition, you may want to take a look at this quick lesson plan for assistance.
Empower Your Students
You can further empower students through our "Do Something" student tasks. With "Listen Up! PSA for Change" students in grades 6-12 can produce digital media to raise awareness and encourage change. Younger students can create a community mural campaign honoring victims of school shootings, or a "Collage of Concerns" that helps them understand and articulate their feelings about this issue. These tasks are often art- or performance-based, allowing students to take action through expression, no matter their proximity to the events taking place nationally (Collins, 2018)
You can also inspire students by teaching them that the young activists working for change around the nation are doing what young people have always done: set the tone to make our world better. Showing and discussing our classroom film The Children's March is one way to do this (Collins, 2018)
And don't forget to empower yourself. We know that school shootings place an undue, heavy and complex burden on educators. You deserve a reminder that you didn't ask for this, and you are loved for your commitment to your students ( Mascareñaz, 2018)
GLOBAL REGENTS UPDATE
1. ALL STUDENTS ARE TAKING THE TRANSITION EXAM THIS YEAR ON JUNE 5TH YES I KNOW IT IS HARD FOR SOME OF YOU TO BELIEVE, BUT THERE IS NO OTHER EXAM. (YES I AM CAPITALIZING TO GET YOUR ATTENTION HAHAHA)
Moving forward after June 5th SED is allowing districts to target groups of kids with the assessments. If you have a group of students who are not in the new framework course, because they passed the Old 2 year Global class, but didn't pass the regents, you can give the transitional test to them and the new framework test to the rest of the students.
2. The framework regents and the transitional regents will obviously be given at different times beginning in June of 2019, HOWEVER THE SCSD HAS DECIDED TO ONLY GIVE ONE EXAM MOVING FORWARD WHICH IS THE NEW EXAM IN JUNE OF 2019.
3. Change is coming to the part 2:
--In all likelihood there will be only 2 (two) part 2 questions. Field testing indicated 2 are comfortable for the kids, 3 is pushing the envelope.
-- Each part 2 question will be three pages: Document A will be on page one with the question, Document B on page 2 with the questions, and a miniature of both documents will be on page 3 with the third question so students won't have to flip back and forth
---A more detailed historical context will be given with each question. for example a more detailed explanation of the author of document 2 so students possibly can see bias in the author's background.
-- Definitions will be provided on the test for the terms so the students will understand (reliability, bias, point of view, purpose)
4. A sample of questions for each part of the global regents is coming but no definite date.
5. Rubrics are being finalized the rubric for the enduring issue essay is remarkably like the DBQ rubric no definite date for release
6. Scoring for Part 2 will be 0 or 1 point - no 2 point questions.
7. In March those districts that will have to grade their transitional regents early will be notified (10% of the state). FOR THE SCSD, CORCORAN HIGH SCHOOL HAS BEEN CHOSEN. They will send their data to Albany and it will be used to set cut scores. Those districts that aren't required to send data to state can grade their Global regents during regular regents week. THEREFORE PLEASE NOTE THAT NOTTINGHAM AND ITC TEACHERS WILL BE GRADING THE REGENTS EXAMS ON JUNE 6TH.
8. Grids for final scores will be sent to districts Thursday, June 22nd
9. The Framework Regents offered in June 2019, will also require an early date in June (see 7 above)
REGENTS AMERICAN HISTORY UPDATE
1. The rollout date is June 2020. Donna was not incorrect in October when she said it might be delayed but since then they have finalized the date.
2. Part 2 and 3 will be similar but not the same as the Global because the American curriculum is a great deal more content rich than Global, or American has been in the past. THEY ARE NOT THROWING OUT THE SKILLS THE KIDS DEVELOPED IN WRITING THE ENDURING ISSUES ESSAY, the American essay will be like an enduring issue essay , for example, possibly Constitutional issues. The plan is to build on the skills used in Global on part 2 and 3 but raising the bar.
3. Field testing of American Stimulus based - May 2018
4. A plan for a prototype American is being developed and will be more "user friendly" than the Global prototype.