Dr. Kevin Sheehan Molloy College: Assistant Professor Hofstra University.

1. Character, Common Core andMiddle School Social Studies:Building Passion into the Common Core:THE ROLE OF AGENTICGOAL MOTIVATION INSOCIAL STUDIES Dr. Kevin Sheehan Molloy College: Assistant Professor Hofstra University.

2. APPR PRESSURE How I am going to meet all of these APPR testing demands? Don’t these kids realize that I need them to do well to keep my job? 2

3. Aren’t they motivated? We have told them that they are below state levels and internationally, they are far below our economic competitors in the connected, flat world that they will inhabit. U.S. Education Slips In Rankings In all levels of education, the United States spends $11,152 per student. That's the second highest amount, behind the $11,334 spent by Switzerland. "But the big concern in the U.S. is the diversity of quality of institutions — and the fact that expectations haven't been set high enough.” 3

4. There is a constant conversation in your head, often subconscious that measures your belief on how your are doing….

5. This conversation in our heads is the start of agentic goal motivation…..What does this conversation sound like?

6. Agency is I will do it (I will is different than I can)

7. Down 24-0 How does that happen?

8. What APPR gets all wrong?

9. What Common Core Needs to Understand! The role of a teacher is not to simply impart knowledge but to facilitate learning… For me, the secret of mastering that role is to build agentic goal motivation in the learner

10. Dr. Angela Duckworth • What determines success in life, not just school? • Grit • Passion for a goal • Perseverance (Endurance)

11. Why Common Core may have it all wrong…They want hard work and persistence but forget about passion for the goal….

12. GRIT arises In part from how bad you want it!!! (Your Goal!)

13. IGNITION: LIGHTING THE SPARK Educating the Imagination

14. Do we have to do Common Core?Common Core is Based on ReadingAll social studies is driven by reading…if they don’t do it, they cannot form opinions based on evidence, but our job is to build passion for the ideas and the need for evidence

15. What do they have passion for?

16. Here is our formula and how it looks in a classroom…. AIM QUESTION What is the big idea of the lesson? (Understanding, Deep Learning...) + MUSIC CONNECTION TO THEIR INTEREST (SNEAK IN COMMON CORE QUESTIONS) + DOCUMENT ANALYSIS HISTORICAL THINKING—SAM WINEBERG THINKING LIKE A HISTORIAN QUESTIONS—STANFORD UNIVERSITY + EXIT SLIP: ANSWER TO THE AIM

17. Aim: Did unions prevent Marx’s inevitable class struggle from happening? Kathleen Soricelli ksoricelli@lions.molloy.edu Nicholas Berardi nberardi@lions.molloy.edu

18. The Simpsons • Union Folk Song - Simpsons

19. Do Now: Following along with the song lyrics, Union Folk Strike Song adapted by The Simpsons, and respond to the questions. Cite which line you found your answer from.

20. Jigsaw Activity Directions: Read along with the document as one of your group members reads it aloud. Then complete the questions in the correlating section of the graphic organizer that matches your document number.

22. Questions • To whom is this speech being given? Who is giving the speech? • What is the author’s purpose in making this speech? • What does the author mean when he says “make a worker a free man in economic as well as political field”? • According to the author, how will unions benefit employers and workers? • If you were to find a speech made at the same time by a business owner, what parts of this speech might they most oppose? Why?

25. Aim: Did Mass Production Create or Shatter the American Dream?

26. Factory by Bruce Springsteen Is factory life a necessary evil? http://www.youtube.com/watch?v=QeHsl_owrAk

27. Document 1) Depicts growth of cities

28. Document 2) Depicts filth of cities as a result of factory growth

29. Children could do jobs adults couldn’t and for less money Document 3) Depicts growth of child labor

30. Document 4) Shows both pros and cons of assembly lines

31. Enduring Understandings: Positive • In what ways did mass production help the American Dream? • Does innovation result in greater quality of life? • Mass production lowered the cost of products because they could be made so quickly and cheaply • New products were now available to many people • There were new jobs available • Cities developed around the factories to be close to work

32. Enduring Understandings: Negatives • How was the American Dream shattered? • Are workers a casualty of factory growth? • Jobs were no longer specialized • Factories were not safeand many workers would suffer horrible injuries • Cities that developed around the factory were unsafe • Workers were worked to an early death

34. AIM: Were the problems in America ithe Gilded Age more a result of political corruption or greed in business? Joe Johnson jjohnson@lions.molloy.edu John Grebe jgrebe#@lions.molloy.edu

35. “Future of America” Sing the song and think about what the perspective and message of the writer may have been.

36. “Future of America” 1. My country, 'tis of thee Land of lost liberty, Of thee we sing. 2. Land which the millionaires, Who govern our affairs, Own for themselves and heirs- Hail to thy king. 3. Land once of noble braves But now of wretched slaves- Alas! too late 4. We saw sweet Freedom die, From letting bribers high, Our unprized suffrage buy; And mourn thy fate. 5. Land where the wealthy few Can make the many do Their royal will, 6. And tax for selfish greed The toilers till they bleed, And those not yet weal-kneed Crash down and kill. 7. Land where a rogue is raised On high and loudly praised For worst of crimes 8. Of which the end, must be A hell of cruelty, As proved by history Of ancient times. 9. My country, 'tis of thee, Betrayed by bribery, Of thee we sing. 10. We might have saved thee long Had we, when proud and strong, Put down the cursed wrong That makes a king.

37. “Future of America” Questions 1. In verse 2 when the song refers to a king who is considered the king? 2. In verse 6 when the song refersto those that still not kneel,who could that mean? 3. In verse 8 what has history proven of ancient times? Where is the song going with this notion? 4. In verse 10, when the song refers to our country being proud and strong what time period could they be talking about? Does this song give a possible political standing for revolution?

38. Document Analysis Think like a Historian! Sourcing Context Corroboration Close Reading Keep these four questions in mind as you read and analyze the text for deeper meaning.

39. Greed in Business Monopolies Henry Demarest Lloyd (Muckraker), 1884 Combinations are reappearing on all sides....They all do something to raise prices, or hold them up, and they wind up with banquets for which we pay.... The coal combination was investigated by the New York legislature in 1878, after the combination had raised the prices of coal in New York to double what they had been....The committee found that coal could be laid down on the dock, after paying all charges, for an average of $3.20 a ton. It was at that time retailing in the city for $4.90 to $5.25 a ton.... Our industries, from railroads to working men, are being organized to prevent milk, nails, lumber, freights, labor, soothing syrup, and all these other things from becoming too cheap.... If the tendency to combination is irresistible, control of it is imperative. Monopoly and anti-monopoly, odious as these words have become to the literary ear, represent the two great tendencies of our time: monopoly, the tendency to combination; anti-monopoly, the demand for social control of it. • What do you think the purpose of the writer was in writing this piece? • What does the author say are the two great tendencies of our time? • What are working men doing politically to oppose monopolies?

40. Political Corruption Boss Tweed and Tammany Hall Taken from 2013 Digital History notes To many late nineteenth century Americans, he personified public corruption. In the late 1860s, William M. Tweed was New York City's political boss. His headquarters, located on East 14th Street, was known as Tammany Hall. He wore a diamond, orchestrated elections, controlled the city's mayor, and rewarded political supporters. His primary source of funds came from the bribes and kickbacks that he demanded in exchange for city contracts. The most notorious example of his involvement in urban corruption was the construction of the New York County Courthouse, begun in 1861. Officially, the city wound up spending nearly $13 million - roughly $178 million in today's dollars - on a building that should have cost several times less. Its construction cost nearly twice as much as the purchase of Alaska in 1867. Tammany Hall steadily gained strength by bringing newly arrived immigrants into its fold. The Tweed Ring was successful in part, because it was popular among many voters, especially the Irish immigrants who had flooded the city in search of a better livelihood. Tweed and his friends ensured that Irish-American supporters received jobs and other assistance from the city government and from companies doing business with the city. Because of the willingness of Tammany to provide them with food, clothing, and fuel in emergencies, and to aid those who conflicted with the law, these new Americans became devoted to the organization and were willing to overlook the fraudulent election practices, the graft, the corruption, and the other abuses that often characterized Tam- many administrations. • Who was Boss Tweed and how did he and he effect the political landscape of New York City during the Gilded Age? • What control did Tammany Hall have over workers over the time? • Was the corruption of Tammany Hall economic as well as political?

41. Debate Political Corruption vs. Business Greed

42. Exit Slip Exit slip: NAME:________________________ AIM: Were the problems in America in the Gilded Age more a result of political corruption or greed in business? Was the corruption of the age more a result of political or economic education?_______________________________________________________ Evidence from the document that supports your position: _________________________________________________________ Evidence from the document that refutes your position: __________________________________________________________

43. Here is where you can get these lessons electronically in full… Sheehansocialstudies.com Included are outlines for Every unit in every grade level Pre k to Grade 12. Feel free to be a good teacher and steal any materials which help you