Do Now: In your notebooks, respond to the following prompt in 3-5 sentences.

1. Do Now: In your notebooks, respond to the following prompt in 3-5 sentences. Sadly, in downtown San Francisco, a horse drawn carriage carrying a newlywed couple careened through the wall of a local bank. The horses swerved to avoid an oncoming car driving down the wrong way down a one-way. Unfortunately, all of the horses were fatally wounded but the couple survived with minor bumps, bruises, and scratches. Real or unreal? Explain your response.

2. The original image (The Great San Francisco earthquake of 1906)

3. Unit 1 – Intro to Social Science Day 6 CRS MID 501 - Identify a clear main idea or purpose of any paragraph or paragraphs in uncomplicated literary narratives Greeter • SWBAT identify primary and secondary documents based on specific criteria. • SWBAT categorize primary and secondary source historical documents and articulate their reasoning. Big Idea • Historians gather information from multiple sources, and some hold more authority than others. We assess validity of sources based on where they come from and how they were created. Article of the Week (AoW) 20 Things 20-Year-Olds Don’t Get Due Thursday, September 5, 2013 HW

4. McKaylaMaroney Becomes a Meme (2012 Olympics)

5. McKayla Was Not Impressed When Prince William and Kate Middleton were married in 2011, they invited Olympic Gymnast McKayla Maroney to be in a wedding photo. CLEARLY she was not impressed.

6. …Still Not Impressed …also present when the Marines raised the flag at Iwo Jima… Not the greatest event she ever witnessed.

7. …No estoy impresionado… “What’s so great about this wall?”McKayla thought…

8. … …Obviously McKayla has seen better nose jobs than the one the Sphinx in Egypt has…

9. You are now Historians!! • Congratulations on your new job! You will play many roles this year, but the first and foremost is the role of historian. Historian - A writer, student, or scholar of history.

10. All of this to say… What if we didn’t question or analyze “historic” documents?

11. How do historians learn about the past?

12. Primary Source • A primary resource, or primary source, is a document or artifact created by a person who was there at the time of the historical event being studied. • ARTIFACTS are special primary sources. An artifact is a human-madeobject, such as a tool, weapon, jewelry or technology. Social scientists called Archeologists study artifacts to learn about the lives of people from the past.

13. Secondary Source • A secondary resource, or secondary source, is anything that tries to explain a historical event that is created by someone who was not actually present at the time. • Secondary sources usually try to explain or describe primary sources.

14. How to tell the difference between Primary and Secondary Sources • Who wrote or created the source? • What event does the source describe? • Was the person who wrote or created the source present at the event that the source describes? • If the answer is yes, it is a primary source. • If the answer is no, it is a secondary source.

15. Primary or Secondary Source? • A letter from Abigail Adams to former President John Adams • The Diary of Anne Frank (written during World War II) • Encyclopedia article about slavery • Your Social Studies text book • The autobiography of Benjamin Franklin • A biography of Benjamin Franklin

16. Real Life Artifacts • You will work with your group to examine real-life artifacts. • The goal of this examination is to distinguish the primary sources from the secondary sources. • The samples have bright, numbered, post-its placed on them. Please handle with care. • You should only speak to your group at a level 1. I will alert you to switch every 2 minutes. • Complete your observation tracker as you circulate the room. Examine

17. Before you go… (P or S) • 1) Raulwitnesses a fight at the bus stop. He decides to write an essay about his first-hand account of the fight for Mr. Green’s class. • 2) Elizabethwrites a book about fights in Detroit schools. Although she was not present, she uses Ivan’s essay to write about the fight at the bus stop on Michigan Ave. • 3) Rutiliointerviews Mr. Filie to learn about what it’s like to grow up in the state of California. He published the interview in the MCP magazine. • 4) Jocelyn is very interested in Joshimar’slife. She decides to do research on him and write a biography. • 5) Estherloves to write in her diary every night before she goes to bed. She writes about the clothes she likes, her friends Darryland Jasminaand her favorite class, Mr. Green’s 10th grade World History!

18. Before You Go cont’d… 6)Migueland Jeffrey got tickets to see the Chicago Bears in the Superbowl. The best part is, they even got to take a picture with their favorite player, Jay Cutler! 7) Next year, Ronald is hoping that the 10th graders at MCP will have better social studies text books. He thinks that they will help the 10th graders learn even more about historical events. 8) Edwinread an article in his favorite newspaper, the Chicago Sun Times. The article was written by a journalist who interviewed Derrick Rose. In the article, D. Rose talked about why he is so excited to “come back from knee surgery.” 9) Yesterday, Obedwas helping Ms. Ramos clean up the classroom when he found Katelynn’scell phone and Roberto’s iPod. Obeddecided he would study these artifacts to learn more about their lives. 10) Serenawas not in Ms. Ramos’s class yesterday, so she missed the notes on the Stone Age! She decided to borrow the first-hand accounts (notes) that Shemia, Gustavoand Lanishawrote about the lesson. Then, Zaria used these notes to write an essay about the Stone Age.

19. EXIT TICKET • Examine the story on your exit ticket and respond to the following. • What type of source is the photo? • What type of source is the interview? • What type of source is the summary? • What type of source is the yearbook THIS YEAR? • What type of source is the yearbook 100 YEARS FROM NOW?

20. End 9.06.2013

21. Do Now (In your notebooks) • 1. What is the difference between a fictional and non-fictional text? • 2. What are some ways to identify if a text is fictional or non-fictional? • 3. What is the difference between a fact and an opinion?

22. Unit 1 – Intro to Social Science Day 7 CRS SUP 501 – Locate important details in more challenging passages Greeter • SWBAT List, describe, and identify the SOAPSTone document elements necessary for World History examination. Big Idea • Any quality historian (which you ALL are) understands that WHO, WHY, and HOW information is presented is JUST as important as the information itself. SOAPSTone will help us to answer these all-important questions. • Complete Article of the Week Assignment (Due Thursday) • New Travel Blog Entry – What city/state/country do you want to attend college in? Your travel blog should be focused on the specific college, the location of the college, and the characteristics of the college and city. (Due NEXT Wednesday, 9.11.2013)) HW

23. SOAPSTone • S – Speaker • O – Occasion • A – Audience • P – Purpose • S – Subject • Tone – Er…uh…TONE!

24. Soapstone Readily Available Information Critical Thinking Information Purpose Tone Larger Occasion • Speaker • Immediate Occasion • Audience • Subject

25. Speaker • The voice that tells the story. • Author and speaker are NOT the same. • An author can tell a story from various SPEAKER’S points of view. • Consider important facts about the speaker to understand their point of view. Back to the Future…Article. Check it!

26. Occasion • The time and place of importance to the piece. The context that encouraged the writing to happen. • The Larger Occasion – the ideas or emotions around a large issue • The Immediate Occasion – the singular event or situation that prompted a response Back to the Future…Article. Check it!

27. audience • The group of readers to whom this piece is aimed. • The audience can be… • One person (to the person that left their binder…) • A small group (to Sprout Nation!) • A large group (to the scholars of MCP) • A certain person (to Mr. Green) • Certain people (to anyone interested in AP US History) Back to the Future…Article. Check it!

28. Purpose • The REASON behind the text. • The purpose will help us examine the author’s argument and logic. • 3 primary purposes (in short form). Can be used in combination. • Entertain • Inform • Persuade • Think “What does the speaker want the audience to think or do because of this text?”

29. Purpose • Back to the Future… • Article. Check it!

30. Subject • The general topic, content, and ideas contained in the text. • The subject should be able to be stated in a few words or phrase. Back to the Future…Article. Check it!

31. Tone • The attitude of the author. • Tone is what provides MEANING BEYOND the written word. • Ex. Who did this? • You text your significant other “I miss you!” • 2 replies with different tone: • Yeah, we need to talk!  • Yeaaaahhh…we need to talk. :-/ Back to the Future…Article. Check it!

32. Exit Ticket Answer the following SOAPSTONE questions about the article provided.

33. WorldWideWednesday Random Selection is… (Student Name)

34. End 9.07.2013

35. Do Now{In your notes} Anthropology is the study of “humankind”. In your own words, what does that mean and WHY is it important?

36. Unit 1 – Intro to Social Science Day 8 CRS SUP 601 - Locate and interpret minor or subtly stated details in more challenging passages Greeter • SWBAT list and describe the SPICE standards for World History examination. • SWBAT categorize given details under accurate SPICE labels. Big Idea • As social scientists, we need to be able to analyze the way societies work. We will be using the same tools sociologists and anthropologists use to understand other cultures. SPICE up the article! Using the HW article provided, identify, list, and explain your reasoning for each element of SPICE located within the article. Due Monday, September 8, 2013 HW

37. Your Jobs… • So far you’ve been (and will continue to be)… • Historians • Now we’ll ask you to be… • Anthropologists • Sociologists

38. “Social” Studies • Anthropology is the study of topics including human origin and evolution, human social and cultural relations, human physical traits, how humans behave, the differences among various groups of humans, and how the past of humans has influenced its social organization and culture. • Sociology is the study of society. It is a social science which uses various methods of investigation and analysis to develop knowledge about human social activity.

39. In order to do our jobs correctly…we need SPICE! {Prepare to Take Notes}

40. S.P.I.C.E. • SPICE is an acronym historians utilize to examine and analyze historical happenings. • SPICE stands for • S – Social Structure (The People) • P – Political (The Government or The Power) • I – Interaction (The Change in Environment because of the people and impact on the people) • C – Cultural (The Behaviors and The Beliefs) • E – Economical (The Currency or The Value)

41. SPICE up America • You will perform a Gallery Walk. • Your task is to consider the nation we live in (America, duh) and provide insight on America’s SPICE. • For Example: P (Political) – Fact: The top government position is President. OR Opinion: Democracy in America favors the upper class. • Your gallery walk should be done SILENTLY (At Level Zero ~ This is your warning). • Add your own idea to each sheet OR if someone has put an opinion up that you agree with, put a checkmark by it. • You MUST contribute to each individual sheet.

42. SPICE Notes • S = Social Structures • Define: The people in a society considered as a system organized by a characteristic pattern of relationships. • Explain: “S” attempts to answer how people relate to one another and the cause of these relationship traits. • Global Examples: • Gender roles and relations (How do men and women respond to one another) • Family and kinship (What is the role and impact of the family) • Racial and ethnic constructions (How do various ethnic backgrounds respond to each other or view themselves) • Social and economic classes (Upper Class, Middle Class, and Lower Class roles)

43. Put the S in Muchin! • At your table/team, what are the social aspects of the Muchin system? Be prepared to share. This should be done as a team BUT everyone must take notes on their individual Muchin labeled SPICE Chart. This should be kept in your binders and in class daily.

44. Advisory Social Network • You will independently write down the socialaspects of your advisory based on specific criteria. This should be done on the opposite side of your Muchin SPICE table. • Later, you will be asked to share with your respective teams/tables and class.

45. SPICE Notes • P = Political (State-Building, Expansion, Conflict) • Define:  The art or science of government or governing, especially the governing of a political entity, such as a nation, and the administration and control of its internal and external affairs. • Explain: “P” attempts to answer the questions that regard how any structure is organized and run as well as who has the power in that particular structure. • Global Examples: • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, transregional, and global structures and organizations

46. Take the Politics out of Muchin! • At your table/team, what are the politicalaspects of the Muchin system? Be prepared to share. This should be done as a team BUT everyone must take notes on their individual Muchin labeled SPICE Chart. This should be kept in your binders and in class daily.

47. Advisory Politics • You will independently write down the politicalaspects of your advisory based on specific criteria. This should be done on the opposite side of your Muchin SPICE table. • Later, you will be asked to share with your respective teams/tables and class.

48. SPICE Notes • I = Interaction (Between Humans and the Environment) • Define:  As a society or community utilizes the resources in an environment, they are ultimately changed by that environment. • Explain: “I” attempts to answer how people positively or negatively impact their environment and how the environment does the same. • Global Examples: • Demography and disease • Migration • Patterns of settlement • Technology

49. Put the I in Muchn! • At your table/team, what are the interactiveaspects of the Muchin system? Be prepared to share. This should be done as a team BUT everyone must take notes on their individual Muchin labeled SPICE Chart. This should be kept in your binders and in class daily.

50. Advisory Interaction • You will independently write down the interactiveaspects of your advisory based on specific criteria. This should be done on the opposite side of your Muchin SPICE table. • Later, you will be asked to share with your respective teams/tables and class.