February High School Social Studies

Starting February 1st, we celebrate Black History Month. Teaching children about the historical accomplishments and struggles of African Americans benefits everyone by connecting our students with a rich history and allowing them to hear about individuals and events that forged a nation. In the spirit of honoring African American pioneers and landmark events in black history, engage your students in activities and texts that develop compassion and a better understanding of cultural diversity. You may find suggested instructional ideas using this link.

Teacher Lessons for Black History

SHEG Text Sets

306 – Online African American History Curriculum for High School

Florida Memory: Black History Month: Resources for Students and Educators

o Contact Florida Memory directly if you would like help finding a document to meet a specific lesson plan, topic or reading level.

Katrina Harkness, Education Officer

Katrina.Harkness@DOS.MyFlorida.com

Josh Goodman, Archives Historian

Joshua.Goodman@dos.myflorida.com

Black History Month

Each February, as our Nation celebrates Black History Month, teachers are encouraged to incorporate into their lesson plans information about the significant contributions that African Americans have made to our history and our nation; to help meet Florida Statute 1003.42, required instruction of the history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society. Please make sure to document instruction within your lesson plans.

Please participate in our anonymous survey for the Secondary Learning Network and Student Interface courses. This survey will give us feedback to help us determine what improvements can be made and what features we should continue to include.

SLN and Student Interface Survey

Survey will close on February 4th at midnight.

Thank you for a wonderful January ERD afternoon of learning and for popping into the track you selected to learn more about. Please know you are welcome to select your path differently for the remaining 3 sessions in the semester.

Instructions - resources - and recordings may be found in this link.

We base registration for our session based on attendance from the previous session -please self register if you have not received notice that you are enrolled for the course.

The try and apply task for January was a document analysis and collaboration strategies. Teachers were asked to pick a document and provide the document analysis

Next Session -February 2nd- You may register for your time slot

• Section #30438 | Early Release Day 21-22 Session 6 (12:15-1:00pm)
  Course #: 4120 Uplifting Literacy with the DBQ Project Grades 6-12
  

• Section #30435 | Early Release Day 21-22 Session 6 (1:50-2:35pm)
  Course #: 4120 Uplifting Literacy with the DBQ Project Grades 6-12.

February has arrived - and we are so excited to see what our student historians have worked on. Reminder about upcoming dates:

Friday, February 4th- deadline to upload top 2 school projects for each category moving on to the district level competition into Pasco NHD zFairs

*Here is the link to zFairs and directions were sent to school NHD Leads

https://fl-pchd.nhd.org/?f=be40d4f2-0b77-41c1-852f-22e238823669

*please remember that teachers must register before students can set up their accounts

*there is no need to go in and put this information into the NHD SharePoint--we learned we can get it directly from the zFair site (yay!)

Friday, February 4th-Wednesday, February 16th- Virtual judging --volunteer scoring will be done using the zFairs systems on papers, websites, and documentaries

Thursday, February 17th- Pasco History Day--volunteers will be scoring exhibits and run-off papers, websites, documentaries, and performances

*all exhibits need to be dropped off at either district (building 3) between Monday, February 14th-Thursday, February 17th (8am latest) OR arrangements made with Tina Stavrou for pickup from your campus.

Please contact her to make plans for either of these options

Thursday, March 3rd- Pasco NHD Award Ceremony~Starkey K-8~ Auditorium~ 6-8pm--all winners placing at the district level will be announced and celebrated

*this is will an invite-only ceremony to ensure proper social distancing protocols are in place

*we are still actively monitoring current covid protocols and will change this to a virtual ceremony if needed

Please do not hesitate to reach out with any questions or last minute issues over the next few days.

In a year where we all are continuing to engage students in multiple platforms, please consider the following activities in conjunction with your current curriculum.

Inquiry is the shift from “studying” to “doing” social studies. Inquiry learning provides the opportunity for students to put on the lenses of a historian, geographer, economist, or political scientist to gain knowledge and deepen their understanding of the past and the world today.

Tug-of-War
Tug-of-War is a great strategy to engage students in critical thinking. In Tug-of-War, teachers will present students with a question or idea. The students will write down their response/s that support either side of the dilemma. This strategy supports students to reflect on their ideas, stimulates conversation, and encourages students to use evidence and explain his or her thinking. Below are some debate topics that can be used with your students to have a tug-of-War discussion.

High School World History

Did Industrialism and Imperialism ultimately leave a more positive or more negative impact on the world? Explain.

African nations and leaders were purposely left out of the Berlin Conference in 1884-1885. Should leaders of African nations been included in the conference? Yes or No? Why or why not?

Is Social Darwinism a justifiable reason to colonize other areas of the world and exploit the people and resources of that region? Yes or no? Explain your opinion.

High School United States History

Was the Cold War inevitable? Explain.

Was containment an effective policy to thwart communist expansion? Explain.

Were the 1950s a time of great peace, progress, and prosperity for Americans? Explain.

Were the U.S. actions in Vietnam justifiable? Explain.

US Government

Here is a list of great discussion questions on the Legislative Branch.

Black History Month

Black History Month is officially celebrated in the month of February. However, throughout history, in every month, generations of African Americans struggled with adversity to achieve full citizenship in American society. The credible resources on this page will help teachers and students learn more about this rich history. Decades of not treating people with equality and respect spawned the civil rights movement. The Civil War ended in 1865. Yet it took black Americans many decades and a long difficult fight to get what Abraham Lincoln had intended them to have: equality. Learn more with the informational texts referenced.

• Newspaper in Education Teacher Guide and activities
• 50+ Years of Fair Housing: Past, Present and Future in the City of Tampa
• At the crossroads from freedom to equality, Times NIE publication
• From the Scrub to the Twist, Times NIE publication
• Chitlin' Circuit playlist on Spotify
• The Civil Rights Movement – NIE publication courtesy of the Washington Times and History Channel
• African American History Month – web source from Library of Congress
• City of St. Petersburg African-American Heritage Project
• Orange County Regional History Center Celebrating AFRICAN AMERICAN INVENTORS & INNOVATORS
• Florida Memory Project: Images of Florida's Black History
• Visit Florida: Where to Learn About Florida's Black History
• Resources from Florida Department of State Division of Library and Information Services
• Florida Black Heritage Trail
• The Florida Center for Instructional Technology: African-American Digital Content Collections
• Celebrating African American Heritage, Entrepreneurial Thinking, and Financial Wellness webinar resources, presented by the Stavros Center at USF, the Tampa Bay Times NIE program, funded by State Farm.

Please visit the USF Stavros Center website for up to date webinars and programs.

Tuesday, February 8, WEBINAR 5:00-6:30 PM

Link to Microsoft Teams will be provided following registration

Ask the Right Questions for Women’s History Month: Using Classic Literature and Primary Sources to Examine Entrepreneurship and Financial Opportunities

During the Ask the Right Questions session, we will use the Question Formulation Technique (QFT) from TheRightQuestion.org. This questioning strategy has been very popular in recent workshops and is applicable to all content areas as a way to engage K-12 students with inquiry. The activities completed during the workshops will be relevant for all disciplines and will use both a hands-on and minds-on approach that can be adapted to all students. In this session, we will focus on primary sources and classic literature that provide conversations for Women’s History Month. We will model the strategy and provide links to texts you can use with your students that examine concepts around entrepreneurship and financial opportunities for women throughout history.

Tuesday, February 22, IN PERSON 5:30-8:30 pm Attendees receive 2 free children's books!

Time: 5:30 p.m. - 8:30 p.m. (a light dinner will be provided)

Location: USF Stavros Center, 4111 USF Willow Drive Tampa 33620

Money, Critters, and Bears: Using Children’s Literature to Inspire Decision-making and Problem Solving

During this session, we will use two children’s books to illustrate financial and economic decision-making in children’s literature. Beginning with Little Critter, in Just Saving My Money, we will examine the ways in which he saves money to buy a new skateboard. In addition, we will provide ready-made decision-making lessons to use in your classroom about toys. Then, using the second book, The Berenstain Bears Get the Gimmies, we will investigate basic economic concepts related to Florida Standards. Then we will participate in more decision-making lessons. In these lessons, we will provide more insight into financial, mathematics, and economic concepts involved in producing, selling, and buying goods. The first twenty people who register for and attend the full webinar will be eligible to receive a copy of both Just Saving My Money and The Berenstain Bears Get the Gimmies.

Monday, February 28, IN PERSON 5:30-8:30 PM

Monday, March 7, IN PERSON 5:30-8:30 PM The first twenty people who register and attend both sessions are eligible for a $50.00 stipend.

Time: 5:30 p.m. - 8:30 p.m. (a light dinner will be provided)

Location: USF Stavros Center, 4111 USF Willow Drive Tampa 33620

Global Literacies with a Focus on Design Thinking

During this two-part series of workshops, we will model design thinking and provide strategies to use with students. Guest speakers from business and industry will discuss how they use design thinking in their businesses to solve problems and improve processes. For example, we welcome Ms. Erin Black, VP, Sustainability, Risk Management, and Facilities for Coca Cola Beverages Florida, who will provide examples of design thinking and recent innovations. We also welcome Dr. Marilyn Barger and Mr. Michael Kozdras who will discuss the process of designing and the differences between the workplace and the classroom. In addition to speakers, we will present and work through strategies for creative thinking, critical thinking, and designing. Also, we will provide time for educators to discuss strategies they have used in their classroom and encourage teachers to bring photos, lessons, and examples of ways in which they help students in their entrepreneurial adventures.

Call for Applicants for the Case Method Institute’s February 12, 2022, Professional Development Workshop for High School History, Government, and Civics Teachers

The Case Method Institute for Education and Democracy is seeking teachers to join in its efforts to advance U.S. history, government, and civics instruction in high schools while deepening students’ interest in, and engagement with, democracy in America. The Institute offers training in the case method, the core pedagogical approach at many business and other professional schools, as well as access to the complete “History of American Democracy” curriculum originally developed for students at Harvard College and Harvard Business School. In comments echoing the feedback of teachers and students nationwide, an undergraduate described this new approach to U.S. history in its inaugural year as “the civics course everyone should take.” More recently, one high school senior wrote of being “eternally grateful for the deep level of engagement” the cases inspired, while another described a course built around the “History of American Democracy” curriculum as “the most memorable and impactful class I have ever taken.” We invite you to join this effort, which includes hundreds of social studies teachers across the U.S. and has already reached over 50,000 high school students. All U.S. history, government, and civics teachers with students in grades 9-12 are invited to apply here for our next professional development workshop, to be held in February 2022. Everything—including the workshop, curriculum, and supporting resources—is provided entirely free of charge.

The opportunity includes: • An afternoon of Zoom-based training with Professor David Moss of Harvard Business School on Saturday, February 12, including an interactive case discussion. • Complete access to over 20 cases exploring key decision-points in the history of American democracy ranging from the Constitutional Convention to the Civil Rights Movement. • An asynchronous virtual training program, completed before the Zoom-based session with Professor Moss, where participants will become familiar with case method teaching. • Ongoing support and continued collaboration with Institute staff, prioritizing a two-way exchange of ideas around best practices for teaching by the case method in high schools.

https://drive.google.com/file/d/1sBZYtogZ5k0FJ-KRPZyhE6FHgzZfrHoL/view

February 26, 2022 – The Supreme Court and Judicial Review – Prof. David Ramsey (University of West Florida)

There are brief descriptions for the sessions and registration links here.

Contest Open to Florida Middle and High Schools

Teaching students about the lessons of the Holocaust is both a great responsibility and a tremendous opportunity to influence the next generation. The powerful stories of Holocaust survivors provide wisdom and inspiration. The annual Holocaust Reflection Contest enables middle and high school students across the state of Florida to study the testimonies of Holocaust survivors in a meaningful, creative way.

Submissions will be accepted January 24 - March 3, 2022

Contest Details | Classroom Poster

Contest Rules

Students should find a Holocaust survivor story that inspires them, and present their reflection in one of the following categories:

• written expression: essay or poem (no more than 300 words)
• digital: video or automated presentation (5 minutes or less)
• visual: art piece

Teachers Win Too

Teachers of winning students receive $500 for first place and $250 for second place. And all participating teachers (with at least 10 students who submit valid entries) will receive a $25 Target gift Card.

Nova Southeastern University continues to partner with the Holocaust Learning and Education Fund, Inc., now in its 8th year. This initiative allows you to meet the Sunshine State Standards' "Holocaust Education" curriculum mandate while giving your students an opportunity to process and creatively express their reactions to the experiences of survivors.

Centropa invites your students to participate in the

2022 Milton Wolf Prize in Student Advocacy

“Students were empowered to become change agents.”
Susana Magana, Senior Program Director, Variety Boys and Girls Club, Los Angeles

“I learned the values of spreading awareness, but more importantly I learned the value of self- educating about situations around you as a human.”

Sawyer C., 11th grader, Gainesville, FL

In this projects, students will:

• Find a passion: Identify a community problem where they want to make a difference.
• Research: Learn the facts about their topic.
• Find the helpers: Identify local community organizations/individuals working on the problem, interview them if possible.
• Design: Create an engaging visual presentation about their topic that will educate others.
• Advocate: Present their project to their class, and also to a group outside of their school, via Zoom or in person.

What you need to know:

• This project does NOT need to be done as a class assignment—students can submit independently, with a youth group or club, and individual or group projects will be accepted.
• Cash prizes include: $400 each for five winning projects, $250 each for five runner-up projects, $500 to three schools submitting superb projects to donate to their community.
• Submission due date: Friday, April 29, 2022, 11:59 pm (students’ time zone).
• One teacher will earn a scholarship to Centropa’s Summer Academy in Europe.
• This project can be done entirely online or in person, or a combination of both.
• Centropa’s US Education Director is available to Zoom into your class to give pointers and review the requirements.

Milton Wolf Prize website: www.centropawolfprize.org

Full details and requirements: https://www.centropawolfprize.org/faq-1

Register here: https://forms.gle/8J7GqMiRCH3NBSKUA

Submission form: https://forms.gle/RtVuWvqTye3vVNdT8

Why do we teach sourcing?

Sourcing is the 21st century literacy skill that falls heavily within the discipline of social studies. In Florida, it is has been the first standard, starting in kindergarten for well over twenty years. It may be the single most important standard that we teach. Whether the source is a person or an entity, the source does have a perspective. I want students to think about:

• Is this a man or woman?
  
• What country or part of the country do they from?

• Do they have a cause?
  
• What is their religion?
  
• What do they do for a living?
  
• What is their socio-economic status?
  
• What is the political affiliation?

Many teachers use a simple Who? What? Where? Why? When? strategy to have students unpack a source. I am a big fan of the Stanford History Education Group’s sourcing questions. Whatever you decide to use, consider using an anchor chart in your classroom to reinforce the strategy.

Email: astavrou@pasco.k12.fl.us
Website: https://pasco.instructure.com/courses/225141
Location: 7227 Land O' Lakes Boulevard, Land O Lakes, FL, USA
Phone: (813)794-2247
Twitter: @PascoSocStudies

Email: earellan@pasco.k12.fl.us
Website: https://pasco.instructure.com/courses/225141
Location: 7227 Land O' Lakes Boulevard, Land O Lakes, FL, USA
Phone: 813-794-2247
Twitter: @SocStudiesPasco

Email: lbarrow@pasco.k12.fl.us
Website: https://pasco.instructure.com/courses/225141
Location: 7227 Land O' Lakes Boulevard, Land O Lakes, FL, USA
Phone: 813-794-2247
Twitter: @StudiesSocPasco