A reminder, dear friends and colleagues, that the Florida Council for the Social Studies Annual Conference is fast approaching (and you can register here!). So let’s take a look at some more of the sessions on the docket for the conference!
Saturday, October 19th
Econ Superheroes Save the Day!
Now this looks fun! And how often do we say that about economics? 😉
Superhero movies routinely top box office charts. Channel this interest and your students’ creative side in a lesson building understanding of economics and financial literacy through the invention of “econ superheroes”. Participants will create their own “Econ Superheroes” as they learn more about the Econ Superheroes lesson that teaches students critical concepts in economics and personal finance through creative thinking and art. Attendees will also develop their own myth busting “superpower” as they take part in an active learning lesson on myths, tall tales and legends about the Fed. A superhero movie trivia game will also be played during the session.
This definitely looks like a session that could give you some great tools for teaching economic concepts! Be sure to check it out!
“Anyone who isn’t confused really doesn’t understand the situation” (Vietnam War 1963-1965)
This is a topic that is often difficult to teach, so getting to play with some rarely seen primary sources here could really help facilitate your instruction!
With the possible exception of the Civil War, no event in US history has demanded more soul searching than our engagement in Southeast Asia. The Vietnam War still matters because the essential questions it raised remain with us today. Participants will have the opportunity to actively engage with primary sources that they have not previously used or were not readily available to the public. Participants will have the opportunity to actively engage with primary sources that they have not previously used or were not readily available to the public. The Gilder Lehrman Institute has been given unique access to Bill Mauldin cartoons, military after action reviews, Tom Lehrer musical content, and documents from both North and South Vietnam. Teachers will come away with access to new lesson plans which explore the Battle of Ap Bac (1963) and aspects of decision making (one from the Kennedy Administration and one from the Johnson Administration).
We are grateful for Gilder Lehrman sharing these resources and presenting them to our teachers here in Florida!
The State of the Assessments: Civics and U.S. History End-of-Course (EOC) Assessment
This is a regularly offered session, presented by our dear friend and colleague Dr. Stacy Skinner, who heads up the social studies assessment work here in Florida! Always worth a visit, and the discussions are always lively as well. 🙂
This annual Conference message about the middle school Civics and high school U.S. History EOC Assessments will provide an overview of legislation and implementation, insights into the educator committee review process, and review of student performance data. The session will begin with an overview of the EOC assessments from legislation to implementation. The overview is designed to provide understandings of the origination and formation of the assessments, as well as its current application. The overview will be followed by insights into the educator committee review process. The insights are designed to emphasize the role of Florida educators in assessment-related processes (i.e., item review committees, CAC for Test Item Specifications and Test Release). The session will conclude with a review of student performance data from the initial administration to the most recent, spring 2019 administration. The review is designed to provide awareness of the Assessment’s reliability and validity as a standards-based measurement. Time will be dedicated for audience Q&A.
We are always so happy to have Dr. Skinner join us for this session!
No Villains, All Citizen Heroes: Teaching Civil Discourse
Has there ever been a time where this session topic wasn’t relevant?
Can we teach civility? Let’s discuss the relationship between civil discourse and promoting informed, engaged citizens. Educators will experience and learn about the principles of civil discourse to take to their teaching teams and classrooms. Are we really less civil as a people than we once were? Has our political discourse devolved to the point of no return? Not necessarily. Political and mass communication methods and technology have evolved over time, changing the means of political discussion in both positive and negative ways. Social studies educators have a powerful role in promoting and shaping civil discourse as a skill in our future voters and leaders. Let’s define and teach how to engage in civil discourse as part of our constant effort to promote a more effective democratic society. We will set the stage by sharing a modern political cartoon pleading for “civil discourse.” We will ask participants to share how they define or what qualities define the terms “civility” and “civil discourse.” The National Institute for Civil Discourse defines civility as “showing mutual respect toward one another.” It defines civil discourse as “the free and respectful exchange of different ideas. It entails questioning and disputing, but doing so in a way that respects and affirms all persons, even while critiquing their arguments.” They conclude by stating, “it’s important, when practicing civility and civil discourse, to share our viewpoints and to listen to others. It doesn’t mean we have to agree, but it means we can disagree respectfully.” (https://www.revivecivility.org/civility) Teachers will be presented with primary sources and scenarios from political debates and exchanges and asked to identify the era of origin of each quote. Quickly participants will come to the conclusion that political discourse has not devolved (it has always had elements of incivility), but the means of engaging have changed. For example, participants will be presented with an edited draft of the Declaration of Independence, data on the individual and state actions required to finalize and approve it, an account of hearing the document read in a public space, and the short and long-term consequences from the public reading in Charleston, South Carolina. We will consider the modern equivalents: open records laws allowing us to see the progression of a bill in state legislature or Congress, media coverage of such bills in different places and platforms and over the life of a bill, chatter on social media about legislative activity between and among officials and citizens, and the ever-widening net of public opinion and its impact on reputation and elections. Redefining Social Media: The landscape of “social media” has changed. Social media might include any means to communicate ideas publicly. We will examine how changes in technology, such as the progression from public readings to digital exchange, have affected civil discourse. Over time the size of the audience, organization, and degree of anonymity have changed. Principles of Civil Discourse: Participants will explore a model for teaching civil discourse adapted from various organizations. Discussion will include how to adapt instruction for different types of learners (i.e. teacher teams, grade level, academic program) and to account for generational differences between teachers and students.
This is a session that I definitely plan on attending. We do need to learn how to talk to each other, and so do our kids!
So these are just some of the cool sessions we will be having at the conference. Why don’t you go ahead and register for this now!