Step 1
You will create a document with a collection of resources related to an Overarching Essential Question you create that is cross-disciplinary and includes information from at least three social science disciplines i.e. history, government, politics, civics, psychology, sociology, etc. You want to make sure that this is an engaging topic that will motivate students and help them make connections to the society around them. It should also produce at least 3 topical essential questions. It should also be a question that you find compelling, as you will use these resources to develop your inquiry lesson later in the semester as part of another assignment
There must be a minimum of ten resources. There should be at least 2 written, 2 visual, 2 multimedia, 2 websites, and 2 teacher-practitioner articles related to your essential question. Please consider the following information as your develop this project.
• Think about topical essential questions that can help guide your search for resources.
• Resources must be appropriate for students at the 6-12 level or provide information for you as the teacher to teach at that level.
• An annotated bibliography begins with the citation of the resource (use APA format) followed by a paragraph summary of the resource.
• You must also include 2-3 sentences that describe how a teacher could use this resource.
Step 2
As part of this requirement, you must attend two professional development opportunities called “Outside Activities” throughout the semester and write a 2-page reflection about how that experience will add to your professional knowledge (either content or pedagogical knowledge). You will need to provide documentation of your attendance (e.g. photo with time stamp, pamphlet, verification by a faculty member, etc…) with the reflection. (Examples: attend an art exhibit reflective of social studies content, visit the FIU Frost Museum, tour the Miccosukee Indian village, visit Vizcaya museum and gardens for a Florida history experience)
• Feel free to contact me to discuss potential places for social studies professional development opportunities
Example of a source annotation:
Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. Henry Holt and Company. (Notice the APA citation is first.)
In this book of nonfiction based on the journalist’s experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.
An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.
SSE 3346 Resource Project (Critical Task #1)
THEME:
Essential Questions:
Social Studies Discipline: 1) 2) 3)
RESOURCE ANNOTATION RESOURCE ACCESS
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Example:
SSE 3346 Resource Project (Critical Task #1)
THEME: Slavery
Essential Questions: How did slavery shape 19th century U.S. politics? How did the economic system of the Southern States affect socio-political beliefs and practices towards slavery in the region? How did beliefs about slavery compare and contrast between the Northern and Southern States? How did the issue of slavery impact U.S. federal and state laws?
Social Studies Discipline: 1) U.S. History 2) Economics 3) Anthropology
RESOURCE ANNOTATION RESOURCE ACCESS
EXAMPLE:
Dacre, H. & Robinson, H. R. (1839) Abolition Frowned Down. , 1839. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2008661344/ This political cartoon (image 1) published in 1839 demonstrates a satire on the “gag-rule” enforced in the U.S. House of Representatives. This rule prohibited any questions related to slavery and petitions related to abolition. At the time, anti-slavery sentiment in the North created tensions with southern supporters of the institution. The political cartoon likely reveals John Quincy Adams’ frustration with the passage of the rule. This political cartoon can serve as a focal point for a document-based question, an inquiry approach, for students to assess the impact of slavery on federal and state governments. Students can evaluate the information provided, contextualize the historical period, and explain how this image reflects the domestic conflict among states in the federal government. Library of Congress:
https://www.loc.gov/item/2008661344/
