Living Through History: Making Good Trouble February 20 .
Living Through History: Making Good TroubleSaturday – February 20, 20218:30 AM – 9:00 AMEXHIBITOR EXPLORATION9:00 AM – 9:45 AMFCSS Welcome and KeynoteFCSS WelcomePeggy Renihan, President of FCSSCourageous Conversation about Contentious TopicsJoe Schmidt, Maine Department of EducationZoom Room 1If we don't actively engage students in contentious conversations that our society iscurrently struggling with, then what type of citizens are we preparing them to be? Ifwe abdicate our responsibility as educators and school districts, then we cannot besurprised when we have people who struggle to engage with others both online andin person. Our society needs help in being better about that. That is why we needto allow them to practice this in a safe environment because right now theenvironment outside of our classrooms is not a safe place to practice disagreeingwith each other.10:00 AM – 10:45 AM CONCURRENT SESSION 1Civics in Real Life: Resources for Virtual InstructionSteve Masyada, Florida Joint Center for Citizenship at the Lou Frey InstituteZoom Room 1Some of the most difficult classroom topics for educators to address are currentevents. How do we approach this news in a way that connects to our content whilealso allowing opportunities for both discussion and engagement?Civics and Government, US History/SecondaryLiving Through Hell: Making Bold TroubleBozena U. Zaremba, Jan Karski Educational FoundationZoom Room 2An eyewitness to the Holocaust goes boldly to reach out to the Western leaders,alert them about the mistreatment of the Jews, and push for action.World History/SecondaryA Fresh Perspective: Finding Sunshine in Dark TimesAmber Godwin, Sam Houston State UniversityZoom Room 3History is taught as a series of cause, conflicts, and consequences between andamong communities; but what about the rest of the story? This session investigateshow to teach cooperation and collaboration from the past.Social Sciences/AllEgrets, Economics and the Environment: The Case of Killer HatsLeslie Mace and Gloria Guzman, Federal Reserve Bank of AtlantaZoom Room 4021921Learn about the women’s crusade against “killer hats” and how Florida stood at theforefront of the movement creating the Audubon society, America’s first nationalwildlife refuge, and the landmark law protecting bird species today.US History, Economics /Secondary
Super Fun Social Studies (and how to show what we know)Alexandria Ryan, Escambia County School DistrictZoom Room 5Calling all teachers- new and experienced! Ditch the multiple-choice bubbles! Joinus to learn about fun and engaging assessments (and how to make them workonline).Instructional Leadership/AllFDOE Office of Assessment UpdateSusan Lee, Bureau Chief, K-12 Student AssessmentRaquel Harrell, Executive Director, Test Development CenterStacy Skinner, Ed.D., Social Studies Coordinator, Test Development CenterZoom Room 6This session is designed to update Florida educators about Florida's K-12 statewidestudent assessment programs, including the middle school Civics and high schoolU.S. History end-of-course assessments.Civics and US History/Secondary11:00 AM – 11:45 PMCONCURRENT SESSION 2Teaching Big Ideas in the ConstitutionCharles M. Flanagan, The Center for Legislative Archives, The National ArchivesZoom Room 1Understanding the Constitution is essential to civic life, yet students often find thisCharter difficult to read and comprehend. This session will introduce students to theConstitution by presenting educational resources that engage them in primarysource-based exploration and discussion. The lesson, Teaching 6 Big Ideas in theConstitution enables students to decode the Charter in several ways includingmaking a visual map of its articles. A second lesson, Constitutional Scavenger Hunt,includes techniques for using political cartoons to reveal major concepts in theConstitution.Social Science/AllSlavery & Freedom in Savannah: Reinterpreting History with Virtual LearningExperiencesMichael Kuenlen, Georgia Public BroadcastZoom Room 2Explores the complexities of slavery and freedom in the antebellum South throughthe lens of the Owens-Thomas House & Slave Quarters in downtown Savannah.Participants will learn about the connections between the institution of slavery andthe global economy and discover how one city can teach us about society and culturebefore the Civil War. Resources include interactive elements like primary sourceletters and images, navigable maps, videos, and a virtual walking tour!US History/SecondaryStill here: Black History through Contemporary ArtBarbara C. Cruz, Miranda Ferguson, Shannon Peck-Bartle, Cristina Viera, USFZoom Room 3Showcasing and juxtaposing the works of three African Americans, history will comealive with photos from the Civil Rights era, posters from the Blank Panthermovement, and visual art from contemporary society.US History/High School
Covid’s Economic Impact and the Government’s ResponseBrett Burkey, Florida Council on Economic EducationZoom Room 4Brand new lessons on the economic crisis brought on by the Coronavirus. Be thefirst to gain access before they're published nationally.Civics and Government, Economics/High SchoolHands-on enactment of visual imagesArren Swift, University of West GeorgiaZoom Room 5Discover hands-on methods that help students analyze images. Acquire methodsthat incorporate games, drawing, organizing, reenactment, and communication.Explore visual databases to enhance your resources.US, World History/SecondaryThe Franklin ProjectAdrian Garcia, Step Up America Foundation, Inc.Zoom Room 6Step Up America provides free lessons involving American History, Civics, GoodCitizenship and many others through the Franklin Project. The Franklin Project is aninteractive approach to giving our children effective lessons on the importance of ourfreedoms and introduce them to historical characters that made a positive differencein the foundation of our country. These lessons are given through a digital Avatar ofFounding Father Benjamin Franklin.US History/Middle School11:45 AM – 1:00 PMLunch and Learn – Keynote SpeakerIn their Own Words: Women’s Petitions to CongressCharles M. Flanagan, The Center for Legislative Archives, The National ArchivesThis session will discuss the history of how women "made good trouble" and helpedmake the United States a more perfect union. It will present educational resourcesthat engage students in studying with primary sources to learn how women used thefreedom to petition guaranteed by the First Amendment to seek protection for therights of others, gain the right to vote, and strive for equality.Zoom Room 1Charles M. Flanagan is the Supervisor of Educational Programs at the Center forLegislative Archives, the unit of the National Archives that preserves and makesavailable the official records of Congress. At the Center, he has designededucational materials, developed outreach partnerships, and presented professionaldevelopment workshops. Prior to joining the Center staff, Flanagan was a highschool and middle school teacher for thirty years, including twenty-two years at theKey School in Annapolis, MD, where he was the Upper School HumanitiesDepartment Chair. Flanagan earned a Ph.D. from the University of Maryland, anM.A. from St. John’s College, and a B.A. from Assumption College.Civics and Government/US History/Secondary
1:00 PM – 1:45 PMCONCURRENT SESSION 3Founding Civics: Bringing America’s Founding Principles into the classroomThomas Kelly, Jack Miller CenterZoom Room 1A discussion with three Florida social studies teachers and the Jack Miller Centerabout using primary sources to discuss the big ideas in American political history andbringing those conversations to students.Civics and Government, US History/SecondaryConnecting Current Events to Historical Themes in US HistoryChristina Carroll, Social Studies School ServiceZoom Room 2Helping students see current events as one part of a broader arc of history so thatthey can identify historical patterns, build a strong connection between past andpresent, display patterns of cause and effect over time.US History/Middle SchoolLearning about 306 & BINAHMatthew Kirouac, EVERFIZoom Room 3Learn about 306: African American History a digital resource to teach about theinfluences and contributions in science, academia, music, and the arts as corecontributions of American life. Also, learn about BINAH: Building Insights to NavigateAntisemitism & Hate a digital resource to help address and teach about Antisemitismand the Holocaust. These resources are provided cost-free through the EVERFIportal in partnership with the Florida African American History Task Force and theAnti-Defamation League (ADL)Social Sciences/SecondaryFounders and Finance: Teaching Hamilton, Jefferson, Franklin, Economics &Personal FinanceSusan Reilly, Florida State College at JacksonvilleZoom Room 4Participants learn about a series of videos teaching about banking through the eyesand words of 3 influential founders: Hamilton, Jefferson, and Franklin. New, originalvideos and lessons are included.Social Science/SecondaryCreating a community of caring citizens: social-emotional learning bellringersArren Swift, University of West GeorgiaZoom Room 5Participants will explore the significance of social emotional learning. Participants willengage in 5 social emotional bell ringer activities that can be enacted with materialsmost teachers already have and devote less that ten minutes to each task.Social Science/SecondaryDon’t Make Me Repeat Myself: Teaching Contextualization to Affect ChangeKacie Nadeau, USF, Jennifer Jaso, and Tammara Purdin, FLCHEZoom Room 6This presentation uses primary sources and pedagogy to inform and inspirediscourse about history. Using historical thinking skills, participants will experiencehow to perceive the past through a contextual lens to broaden perspective and effectchange.US History/PreK-Middle School
2:00 PM – 2:45 PM CONCURRENT SESSION 4Why and How to Teach Religion in the ClassroomDori Gerber, Institute for Curriculum ServicesZoom Room 1Zoom Room 2Teaching students about religion is essential for understanding history and forbuilding understanding in our diverse society, but often teachers are reluctant. Thissession will provide teachers with the evidence and confidence to tackle thissometimes-controversial topic.Social Science/AllTransforming History Curriculum by Integrating Diverse Voices of America’sPastAnthony Sievert, Denver Public SchoolsEngage with strategies to integrate primary and secondary sources representingdiverse voices in American History, leveraging library databases.US History/SecondaryGrounded in the local: Rediscovering African American HistoryWhitney O’Connell, NewselaZoom Room 3During this session, Newsela will demonstrate the importance of using local expertsand resources in your social studies courses - specifically, African American History.Florida has a complex story to tell regarding African American History, and that storyshould be told through the use of local historical resources and primary sources, tomake the content come to life for students.US History/SupervisoryFormative Assessment – So What? Now What?Stephanie Owens, s3strategiesZoom Room 4Learn a doable approach to utilizing formative assessment data to give feedback to“feed forward” student progress. Experience easily implemented strategiesdesigned to close student knowledge gaps, differentiate instruction and improveachievement.US and World History/AllDigital NotebookingLauren Samoszenko, Escambia County School DistrictZoom Room 5Participants will learn some ins and outs (determined on what the group knows) ofcreating more interactive Google Slides for online learning.Social Science/AllA Land of Wonder: Classroom Techniques from China’s CultureRobert Brown, University of South FloridaZoom Room 6Participants will be introduced to new classroom management, engagement andteaching skills from China. It will also include some historical and cultural contentshared. Presenter will demonstrate one of the techniques – virtual adaptation.Social Science /All
2:45 PM – 3:15 PMExhibitor Exploration3:15 PM – 4:00 PMCONCURRENT SESSION 5Exploring Strategies for Analyzing Primary SourcesDori Gerber, Institute for Curriculum ServicesZoom Room 1Primary sources allow students to interact with history through a critical inquiry lens.This session offers tips and tricks to help make primary sources a primary focus ofyour instruction.Social Science/AllReading Pictures to See HistoryAnne Hester, East Lee County High SchoolZoom Room 2Teachers will learn different methods to help students analyze visual images asprimary sources in order to explain historical events. Many students have difficulty"reading" images for content, including why the image was made, the intendedaudience and how it tells us about contemporary society.Social Science/SecondaryTeaching Human Geography through StorytellingAndrea Neff, National Geographic Learning / CengageZoom Room 3Join the adventure! Explore the interaction of humans with the world, through theinspiring voices of National Geographic explorers.Human Geography/High SchoolIntroducing Inquiry in the Elementary Classroom: Equipping Young StudentHistorians!Sherry Owens, s3strategiesZoom Room 4Excite students by interacting with age-appropriate primary sources to grow a cultureof inquiry. Create a thinking classroom where students work as junior historians bymodeling a “historical mystery” replicated with other content and grades.Social Sciences/Pre-K - ElementaryBuilding Support Networks for Advanced Placement Teachers in FloridaMelanie Hendrix, Escambia County School DistrictZoom Room 5Session for AP Teachers interested in participating in a support, sharing, leadershipand communication network among AP teachers in social studies throughout thestate. Teaching strategies will be discussed.AP Teachers /High SchoolTCI’s Civics Alive! Sneak PeekDeanna Morrow and Nathan Wellborne, TCIZoom Room 6Let's take a look at TCI's newest program, Civics Alive! We want to share some ofthe Development Team's hard work and get feedback for this Middle Schoolprogram built for Florida Civics teachers.Civics /Middle School
4:00 PM – 4:30 PMExhibitor Exploration4:30 PM – 5:30 PMClosing & General SessionFoolProof Florida: Free critical thinking skills personal finance curriculumMike Sheffer, Foolproof FoundationPre-RecordedSessionParticipants will leave the presentation with the knowledge base on how toimplement the FoolProof curriculum into their classes as either a supplementcurriculum or a full curriculum for their personal finance class.Civics and Government, Economics, Personal Finance/SecondaryZoom RoomFCSS General SessionAll conference attendees are encouraged attend. During this session there will be abrief Florida Council for the Social Studies general meeting.
Civics and Government, Economics/High School Zoom Room 5 Hands-on enactment of visual images Arren Swift, University of West Georgia Discover hands-on methods that help students analyze images. Acquire methods that incorporate games, drawing, organizing, reenactment, and communication. Explore visual databases to enhance your resources.
Good morning, good morning Good afternoon Good evening, good evening Good night, good night Nice to meet you Nice to meet you, too. Goodbye, goodbye. See you. (repite x2) See you later! The Greetings Song (Saludos) Good morning, good morning Good afternoon Good evening, good evening Good night, go
LIVING AND NONLIVING THINGS. What is a LIVING thing? If something is LIVING - it is ALIVE ! x A plant is a living thing. x A n animal is a living thing. x YOU are a living thing. These are . living things: a tree . a cat a person . What can living th ings
UNIT 1 The pupils will be able to: LIVING AND NON-LIVING THINGS 1.1.1 group materials into living and non -living things . Note 1.1.2 state the characteristics of living things. 1.1.3 group living things into plants and an imals . 1.1.4 describe some external appearance of plants . Living and Non -living things
Unit 2A 1.3 Living and growing 1Bp1 Know animals or plants are living things. pages 33–36 pages 34–38 pages 21–25 3.1 Living and non-living 3.2 Living and non-living 3.5 Living things around me 6.2 Parts of a plant 6.7 What plants need 6.4 Where do plants come from? 1Bp2 Know that there are living things
Define a living income and a living wage as a human right and as a starting point. Establish a living income and a living wage as a guiding principle within all Ministries. Be persistent in the necessity of quantifying a living income and a living wage. Follow up concretely on the commitment to support the development of a living income reference
Living and Non-Living Lapsit 6. Glossary 7 References 8. Zion National Park, 2015 Living and Non-living . 2. . The natural world supplies habitats, or homes, for living things. A natural habitat is . The class will
by telling students they will be exploring living and non-living things by classifying pictures into non-living or living. EXPLORE Steps 7SHJL[ VO\SHOVVWZVU[OLÅVVYUL_[[VLHJOV[OLY 3HILSVUL SP]PUN¹HUK[OLV[OLY P[O UVU SP]PUN ¹ 3) Give each student in your class a picture of one of the living or non-
Living and Non-Living Things: Island Adventure What Is Alive? Let's Label It Which Ones Are Non-Living? Time for a Nature Walk Time to Trace What Do Living Things Need? Delicious and Nutritious Living Things Grow Memory Match Growing Up: Then and Now Let's Keep Track Move Like Me Let'
