Welcome

2. Welcome Chris Miske Pine Lake Middle School Sixth, Seventh and Eighth Grade Social Studies B-6 miskec@issaquah.wednet.edu 425.837.5726

3. Background • PLMS humanities teacher for fourteenyears • 17thyear teaching middle school • Washington and California Professional Endorsements in Social Studies and K-8 • University of Washington, BA, 1984, History and Economics, • Varsity Rowing Team 1980-1984 • University of Washington, 1991, Master of Public Administration, International Affairs • Worked for five years as a senior legislative aide for the Chairman of the U.S. Senate Finance Committee advising on foreign policy, economics, military affairs and federal budget issues.

4. Background continued • Have traveled at length for both work and vacation. My parents lived in Japan for over 20 years and I visited Japan and many parts of Asia extensively. • Active in the Issaquah Technology Project • Actively coach such sports as track and the morning soccer club at PLMS. • I participate in many activities including yoga, backcountry skiing, mountaineering, climbing, cycling, backpacking and surfing. • Have assisted in the writing of a number of sports books. Recently, the Mountaineers published a book on ski touring and mountaineering that I helped write as well as being featured in. • 200 hours completed as a yoga teacher.

5. Communication • E-mail: Checked throughout the day, response by the next day (miskec@issaquah.wednet.edu) • Phone: Checked at the end of the day, response by the next day (425.837.5726) • Weekly Update: Posted on my website. Road map for the week. • Homework: Posted on my website, whiteboard and Remind app. • Grades: Updated at least every three weeks, but often every week.

6. Goals: Classroom and Professional • Technology: Grade Cam, Remind, Socrative, in-class personal device use • Online assignments, quizzes and textbooks • Innovative, rigorous and challenging lessons • Good teaching requires innovation and the willingness (risk) to try new methods • New social studies curriculum and textbooks integrates more reading comprehension and writing skills • Learning checks • Utilizing Teacher/Principal Evaluation Program (TPEP) to improve student learning in social studies and other curriculum areas such as reading and writing

7. SS Writing Assessment Data from 2013-14Focus on Main Idea/Claim/Thesis. Highest SS growth rates in the District.

8. Highlights and additions this year • Technology: Grade Cam, Remind, Socrative, in-class personal device use • Online assignments, quizzes and textbooks • Innovative, rigorous and challenging lessons • Good teaching requires innovation and the willingness (risk) to try new methods • New social studies curriculum and textbooks integrates more reading comprehension and writing skills • Learning checks • Utilizing Teacher/Principal Evaluation Program (TPEP) to improve student learning in social studies and other curriculum areas such as reading and writing.

9. 7th Grade Humanities Curriculum Overview: 1st Trimester: Medieval Europe and the Middle East, 600-1600 C.E. 2nd Trimester : Chinese civilization and cultural diffusion among other countries, with an emphasis on Japan (600-1600 C.E.). 3rd Trimester: Washington State history (statehood to present), geography, economics, and government.

10. Updated Social Studies Textbook and Curriculum • History Alive! The Medieval World • Online textbook with supplemental and enrichment activities • Vibrant and dynamic activities that focuses on multiple intelligences. • Interactive simulations and activities. • Coupled with interactive student notebook activities.

11. Social Studies Curriculum Key Concepts and Vocabulary (students will know…) • Washington State history, geography, government and economics. • Integration with language arts curriculum with Ghost Canoe. • Rise of the Germanic kingdoms • Hierarchy of power in the feudal system • Daily life under a feudal system • Power of the Church in daily life and politics • Impact of physical geography on peasant life • Impact of the Magna Carta on power distribution • Trade and the development of bartering systems under the feudal system • Causes and consequences of the Crusades • Origins and spread of Islam • World religions • Muslim innovations and adaptations

12. Feudalism and the Crusades Key Skills (students will be able to do…) • Use maps to understand population patterns in feudal societies • Use maps to track cultural diffusion of ideas such as music, art, science, and literature • Create a chart to outline the power structure of feudal society • Write a comparison of the pros and cons of church influence in politics and daily life • Research and discuss the links between the Magna Carta and modern laws • From the perspective of an average person write about the impact of economics on daily life • Research the causes of the crusades and write a first person account as either a Christian crusader or a Muslim defender • Understand daily life, economics, social distribution, and political systems

13. Growth of Towns and Decline of Feudalism Assessments/Evidence of Learning • Explain the role of physical geography in the eventual development of different nations within Europe • Describe the impact of the plague and the development of towns and cities • Analyze the development of maps and other navigational aids and their impact, both positive and negative, on exploration, trade, and cultural diffusion • Identify the components of the feudal system and describe how it affected the lives of each group within it • Explain the effects of reopening of the ancient "Silk Road" between Europe and China, including Marco Polo's travels and the location of his routes • Detail the impact of advances made in the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy

14. Imperial China and Japan in the Medieval Period • Political development of China • Geography of China and Asia • China’s economic development • Discoveries and Inventions • Inventions Research Project • China’s contacts with the outside world • Japan’s geography • Influence of neighboring cultures on Japan • Japan’s Golden Age • The rise of the warrior class in Japan

15. Grading is calculated using an online grading program called Gradebook. For major projects, rubrics will be supplied ahead of time. The following is the grading weights and scale: Tests and quizzes 30 percent Homework 30 percent Projects 30 percent Participation/citizenship 10 percent A 93.0-100% C 73-76.9% A- 90-92.9% C- 70-72.9% B+ 87-89.9% D+ 67-69.9% B 83-86.9% D 60-66.9% B- 80-82.9% F 0-59.9% C+ 77-79.9% Grading

16. Learning Checks • Knowledge Mastery is an assessment for learning system based on continuous improvement practices. • Increases knowledge retention in any subject area at all levels such as letter recognition, sight words, spelling, vocabulary, content facts, and geographic locations. • Clearly communicates knowledge learning goals • Organizes a coherent, aligned curriculum to support the school's learning goals • Utilizes weekly, integrated, formative assessments that preview and review course content

17. Learning Check Goals • Enables teachers and administrators to monitor and document student, class and school progress • Allows students and teachers to generate and test hypothesis about learning • Builds a team atmosphere as everyone works together to improve learning • Enables students to master the knowledge necessary to make connections, think deeply and solve real world problems • Celebrates learning

18. Homework – The Gordian Knot of Teaching • Posted everyday on whiteboard, website and Remind app. • Continues to be a discussion within the district between parents, students, teachers and administrators. Will look for more direction from the district on how homework can be better implemented. • No homework on the weekends or over holidays. • Big projects have long lead times and milestones to complete along the way. • Homework collected on Fridays.

19. What’s needed for class • Essential • Binder • Planner for writing down the homework • ASB card for the library and computer lab • Writing instruments (preferably black or blue ink or pencil) • Independent reading book • Great attitude

20. What’s needed for class: Optional • USB stick for saving and transferring data between computers • Art supplies • Personal electronic device

21. Classroom management • Fairness • Often a middle school student issue. • New paradigm about fairness: One size does not fit all. • As we develop instruction to fit the specific needs of students, it may also be an appropriate way to proceed with classroom management. • Love and Logic: Assist the child in developing a positive self-concept, appropriate consequences for actions, and empathetic response.

22. All staff assist in helping with writing instruction • Always innovating. • Always improving. • Always looking for ways to enhance the writing program.

23. Testimonials from former students and parents • “Mr. Miske saw the potential in our child as it related to reading, writing and English and really invested time to understand Max’s motivation.” • “You always encourage us to improve!” • "Yeah, he'll be your toughest teacher, but he'll be your best teacher. I learned so much from Mr. Miske.” • “I just wanted to thank you once more for the great impact you've had on Heather's learning this year. I know that she has learned so much, and I really appreciate all of your efforts.” • “I wanted to tell you thank you again for doing your job with such passion and intensity!  Connor learned so much this year and certainly grew in areas that he needed to and we attribute this to your stellar teaching and his hard work.  There are many outstanding teachers at PLMS but you are definitely at the top.  You are clearly a person that could do many jobs in life and be very successful and so I am very grateful that teaching is what you are doing.  Have a great summer!”

24. Questions, comments, feedback? • Contact me anytime. • I don’t pretend to own the corner on the curriculum and welcome your ideas and suggestions. • Sometimes, I will make mistakes. (We all do.) • When this happens, let’s communicate with each other to resolve any issues quickly and with the best interest of your child in mind. • As a teacher, I know that the most successful students come from families that love, support, and encourage their children. • I am here to support those efforts. • My goal is to provide a rigorous program that fulfills our school-wide/district/state standards in a warm, empathetic, and fun environment.

25. One of the livelier moments in the class . . .