Social+Studies+Events+&+Programs

=__**Social Studies Events and Programs**__=

Mary Beth Tinker - Wednesday November 13th, 2013


Tinker Tour USA website:

Nearly 50 years ago in Des Moines, Iowa, Mary Beth Tinker made history when she and her brother were suspended for wearing black armbands to school in protest of the Vietnam War. This act eventually led to a landmark U.S. Supreme Court case that today helps protect the First Amendment rights of students everywhere. This ruling has been cited in almost every First Amendment case since then, and is included in most civic and US history textbooks today. Through a crowd sourcing campaign, Mary Beth Tinker is traveling across the country on the Tinker Bus Tour along with Mike Heistand, an attorney for the last 20 years with the Student Press Law Center who has provided legal assistance to nearly 15,000 high school and college student journalists and teachers. On this tour they are visiting more than 50 schools, only 3 of which are in Massachusetts, to share Mary Beth’s story of the positive impact young people can have when they make their voices heard. United States History I students will participate in an assembly with Mary Beth Tinker about her role in a famous Supreme Court case, when she was just a teenager.

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Generation Citizen Civics Day - Thursday May 16th, 2013
Massachusetts State House, Boston



Civics Day is a citywide event that joins representatives from each Generation Citizen class with teachers, Democracy Coaches, elected officials, local luminaries, and community members. Student representatives will showcase how their work from the Generation Citizen program has effected meaningful community change, and will be called upon to present and defend their projects in front of our guest "judges." 46 students from 17 classes represented Malden High School along with Ann Pember, Damian Aufiero, and student teacher Matt Smith. Malden ended up winning three out of nine possible awards.

Mr. Hurley's Period 1 class: Teen Mental Health. Won Most Student-Led Action Plan award

Ms. Veritas' Period 4 class: Youth Violence Prevention. Won Most Compelling Research and Evidence Award

Terrica Dang, a student from Mr. Hurley's Period 1 class, speaking in front of 400 people about her experience with Generation Citizen in the Gardner Auditorium

Mr. Aufiero's Period 4 class: Homeroom Standardization, winners of the Overall Great Project Award

Minute Man National Park Field Trip
November 9th, 13th, 15th, 19th, and 20th 2012

All US History I students will participate in a day long field trip to Minute Man National Park in Lincoln. They will visit locations of the first battle of the Revolutionary War, interact with primary sources and material culture, meet historic figures, view multimedia presentations, and apply what they have studied in class to a variety of fun, educational activities.

Educational Objectives: History and Social Science – Common Core
 * Identify five or six different roles people played during the American Revolution from the point of view of those who might have participated.
 * Analyze how the background and material culture of each individual is a reflection of his or her perspective on events of the American Revolution
 * 3.5 Explain important political, economic, and military developments leading to and during the American Revolution.
 * C . the beginning of the Revolution at Lexington and Concord
 * 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance.
 * 5.17 Describe the major battles of the Revolution and explain the factors leading to American victory and British defeat.
 * A . Lexington & Concord (1775)

=Itinerary:= Students start their visit by viewing The Road to Revolution, a multi-media program at Minute Man Visitor Center. Next they meet a colonial Militiaman, British soldier, or Daughter of Liberty to hear about the events of April 19, 1775, discover often overlooked acts of heroism on the Patriot homefront, and imagine what it must have been like to live in revolutionary times!
 * __Multimedia Presentation: The Road to Revolution__** at the Minute Man Visitor Center

**__Rebels, Redcoats and Homespun Heroes Program__** at the Hartwell Tavern Lesson Plan Link from the NPS Adapted for high school students Hartwell Tavern is an authentic period home, a tangible reminder of how people lived in this area at the outbreak of the American Revolution. The home of Ephraim and Elizabeth Hartwell and their children was not only a prosperous farm, but also operated as a tavern. The structure played a significant role as a landmark in the community as travelers to and from Boston stopped and shared the latest news and discussed important issues of the day

Students will perform 18th century military drill, role play, examine artifacts, and witness a musket firing demonstration. During the course of the program, the complexity of the Battle of Lexington and Concord emerges as students compare and contrast the experiences and perceptions of British soldiers, colonial militiamen, and colonial women committed to the cause of resistance on the home-front.





Continue on to Concord's **North Bridge**, site of “the shot heard ‘round the world.” Here in this beautifully restored 19th century commemorative landscape, featuring the famous Minute Man statue by Daniel Chester French, is a perfect place to reflect upon the things experienced on the tour.
 * __The North Bridge Self-Guided Tour__**

Follow the path from the North Bridge to the **North Bridge Visitor Center.** Located in a brick mansion built in 1911 by descendants of the Buttrick family (Major John Buttrick was the colonial officer who first ordered his militia to fire upon British soldiers.), the North Bridge Visitor Center features a short video about the North Bridge fight, a bookstore and exhibits.



Individuals will all speak briefly about the clothes they wear, why they are worn, and what his/her perspective on the American Revolution would have been, had he actually been that person fighting in the American Revolution. This will be done in stations with each person interacting with the students at a different station. At these stations there will be other accoutrements which the each person can show to the students to give them a better idea of how material culture has affected the perspective of each. Students will move from one person to the next and interact with each.
 * __Living History Presentation__**: With Greg Hurley, Ed Hurley, Bill Rose, and others



2nd Annual Civics Night
Tuesday May 22nd 2012 Flyer - Projects - Video



__**Discovering Justice Field Trip**__

 * On Wednesday November 9, 2011**, Ms. Veritas and Ms. Enokson's Foundations of law classes participated in the Discovering Justice program. Each class argued a different side of the //**T.L.O. v. New Jersey case**//. Students did an amazing job working in teams to prepare their arguments before the "judge". Students demonstrated their knowledge of the fourth amendment and both sides presented well crafted arguments. The experience was rewarding for all. Also in attendance was student teacher Vanessa Savas.



=Malden High School Mock Trial team trip to Harvard Law School= //September 28,2011// Twenty three members of the Malden High Mock Trial Team traveled to Cambridge on Wednesday September 28th to participate in the Harvard Law School Fall Trial Advocacy Workshop. The trials were held at the Harvard Law School Campus. Second and third-year law students, advised by practicing lawyers, served as prosecuting or defending attorneys in actual jury trials of simulated civil and criminal cases. State and Federal Court judges from Massachusetts and elsewhere presided over the trials. The students left Malden at 10am and the trials ran from 12:00 to 5:00 p.m., including a discussion period at the end. Malden High students served as jurors in a criminal case involving a double murder that supposedly took place in Arlington. The case was extremely interesting and the kids were riveted throughout the entire process. In their capacities as jurors, the students observed the trial from the jury box, received legal instructions from the judge, and deliberated to reach a verdict in the case. Following the verdict the jurors participated in a discussion of the case and in evaluating and critiquing the student lawyers’ performances. The fact that our students got to see a trial from beginning to end is going to prove to be a major help to them as they move forward with the preparations for their own mock trial. Overall the trip was an outstanding educational experience with most students claiming it was the most fun and educational field trip they had ever attended. Malden High students have been invited back again in the winter to participate in the program..

=MALDEN CIVICS NIGHT= //MAY 23, 2011//

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"The History department has joined forces with the Science department to showcase student work. Social Studies students will be sharing their project-based units, many in 21st Century format, and the science students have created inquiry-based hands-on activities for participants. This is a great opportunity for you to view samples of student work, participate in civic action projects, and talk with teachers and students about their work."

=December 3, 2010= =Revolutionary War Living History=



Myles McConnon (L) and Bill Rose (R) discuss the role of French and American Dragoons during the Revolution in the Jenkins Auditorium on December 3, 2010.



Ed Hurley engages Malden High US History I students with recollections of what it meant to be a farmer in New England during the 1770's.



Greg Hurley explains views of British soldiers during the war.



Students get a chance to see what it felt like to dress like a French Dragoon...



And a British Redcoat! Students were asked to take what they learned from this presentation and reflect on how material culture impacts the way people live and how it has impacted people throughout history.

Thanks to Kerry Veritas for the great photos from the event!

=A Lesson on Material Culture during the American Revolution=



How do the items a person wears and carries reflect his or her place in the society to which he or she belongs? If you were to change what that person wore or carried, how do you think it would affect that person?
 * Pre-assignment: ** Students are in the middle of completing a unit about the American Revolution. Before they attend the presentation students should reflect upon what they wear and accessories they carry on a day to day basis. All students should make a list of the most important items they need with them every day, and then they should explain why they choose to wear or carry four or five of those items. They should also write an answer to the following question:
 * Objectives: **
 * Students will identify five or six different roles people played during the American Revolution from the point of view of those who might have participated.
 * Students will analyze how the background and material culture of each individual is a reflection of his or her perspective on events of the American Revolution
 * Opener: ** Students will see, assembled in front of them, five or six people wearing the uniforms or clothing on various people who would have participated in the American Revolution. They will be asked to predict what each person is dressed up as.



Students will need to make notes as they listen to the speakers, and will be responsible for identifying the perspectives of each soldier. Students will also need to make notes of their thoughts, comments, connections, questions, and insights. They will have a chance at the end of each period to ask questions of the presenters. It is recommended that all students use the I hear/It means two column note format to make these notes. 1) Which of the perspectives he or she would be most likely to identify with, 2) Why that perspective is something that he or she could relate with, 3) How that person’s perspective influenced the American Revolution. This summary assignment would probably best be completed as a homework assignment to be turned in to teachers the following day along with the notes all students made.
 * Mini-lesson: ** Once each of the individuals has been properly identified, they will all speak briefly about the clothes they wear, why they are worn, and what his/her perspective on the American Revolution would have been, had he actually been that person fighting in the American Revolution. This will be done in stations with each person interacting with the students at a different station. At these stations there will be other accoutrements which the each person can show to the students to give them a better idea of how material culture has affected the perspective of each. Students will move from one person to the next and interact with each.
 * Summary ** : After the presentations and question & answer period, the students will need to write a reflective paragraph in which they identify and explain:



**Friday September 17, 2010: HistoryMakers - Mr. Charles E. Walker, Jr.**
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Biography of Mr. Charles E. Walker, Jr.

The below pdf gives training on how to utilize the HistoryMakers digital archive.

In addition it has some good lesson resources to use in conjunction with Mr. Walker's presentation.

History Maker Day September 17th, 2010 lesson preparation

=Wednesday November 3, 2010: Dr. Steven Laken, President and CEO of Cephos=

Speaking at Ms. Pember's senior psychology class, 11:15-12:45

__Topic:__

//What can fMRI scans tell us about behavior and mental processes?//
Psychologists are now using fMRI brain imagining techniques for research in the fields of cognitive, social and abnormal psychology. These scans offer a glimpse into people's thoughts and feelings as they happen. Dr. Laken is the founder and CEO of Cephos, a company designed to help clients uncover the truth through the use of the latest scientific brain imagining techniques for accurate lie detection.

Cephos is the world-class leader in providing fMRI lie detection, and in bringing fMRI technology to commercialization. Scans have been performed on people from across the world who have reported wrongful convictions, employment disputes, wrongful terminations, and accusations of sexual/harassment orpedophilia. Cephos has expanded their commercial offerings to include DNA evidence work as well as private investigations.
 * From their website:**


 * __Bio:__**

**Steven Laken, Ph.D., President & CEO**
According to Hopkins Medical News, at the age of 26, Steve Laken "had already achieved more public acclaim than many scientists receive in a lifetime." He had been featured on the nightly news of all four major television networks, in //The New York Times//, //Baltimore Sun//, //USA Today// and on National Public Radio and the Associated Press Radio Network. In his fourth year of a graduate program in cellular and molecular medicine, Dr. Laken was part of the team credited with discovering the first familial genetic mutation that causes colorectal cancer, and with developing a simple blood test to identify it. The American Cancer Society and the American Society of Clinical Oncologists now recommend genetic testing based on this work.

Subsequent to graduate school, Dr. Laken worked at Exact Sciences Inc. as Director of Business Development and Intellectual Asset Management. He managed the firm's portfolio of intellectual property, licensed new technology and genes, established collaborative relationships with scientists and industry, and designed and managed clinical studies. He successfully identified the firm's first product and implemented its launch, establishing commercial operations two years ahead of the initial goal. He played a key role in raising Series D financing and was part of the management team that took Exact Sciences public through an Initial Public Offering (IPO).

Dr. Laken is a recipient of the MIT Technology Review 100 Young Innovators Award (2002) and the David Israel Macht Prize from Johns Hopkins University (1999). He holds four patents and was instrumental in developing four commercially available DNA-based diagnostic products both at Johns Hopkins and at Exact Sciences. He holds a B.S. in Genetics and Cell Biology from the University of Minnesota and a Ph.D. in Cellular and Molecular Medicine from the Johns Hopkins School of Medicine. He has testified as an fMRI Expert and as a DNA forensic expert.



__Discovering the Bill of Rights: Materials for Classroom Teachers__

**Introduction**

//Discovering the Bill of Rights// is a ninety-minute, courtroom-based program that provides middle- and high-school students with an interactive learning experience in constitutional law. Using U.S. Supreme Court cases from recent history, //Discovering the Bill of Rights// makes the Constitution come alive for young people. Through this program, students will learn that the Constitution, particularly the Bill of Rights, plays a role in their everyday lives.

There are two options for //Discovering the Bill of Rights//: a First Amendment activity or a Fourth Amendment activity. Each activity uses a landmark Supreme Court case as a teaching tool to illustrate how the Constitution protects individual rights. Prior to the program date, classroom teachers select either the First or Fourth Amendment activity. Teachers should provide their students with some general information about the Bill of Rights and the relevant amendment before the field trip.


 * Program Overview**

//Discovering the Bill of Rights// takes place in a working courtroom and engages students in a modified mock appellate argument. The program is comprised of four distinct parts:

▪ A simulation activity introduces students to the basic facts of their case and provides the foundation for a general review of the Bill of Rights and a close reading of either the First or Fourth Amendment.

▪ Students are divided into two teams, each representing one of the parties in the case. Students receive workbooks containing the text of the amendment, the facts of the case, and Guiding Questions. Working in small groups, the students develop arguments that support their team’s side of the case.

▪ After a brief lesson in courtroom procedures, four to six students on each side present their team’s arguments to an actual judge (or an attorney playing the role of “judge”). The judge asks questions designed to help students clarify their thinking and encourage debate.

▪ Following oral arguments, the judge leads students in a discussion about how the issues in the case are relevant today.


 * The Cases**

This case established a new standard for student speech in public schools. Two siblings, John and Mary Beth Tinker, and their friend Christopher Eckhardt wore black armbands to school to protest the Vietnam War. The Tinkers and Eckhardt were suspended for violating a school policy that banned wearing black armbands. Alleging that their First Amendment rights had been violated, the students (through their parents) filed suit in federal court, eventually appealing their case to the U.S. Supreme Court.
 * //Tinker v. Des Moines Independent Community School District//** (First Amendment)

This case established the precedent regarding the scope of students' fourth amendment rights in public schools. Two students were caught smoking in a school restroom. Both students were brought to the assistant pricipals office. One student admitted she was smoking. The other student "T.L.O." denied the smoking. A subsequent search of the students bag revealed cigarettes and further searching led to the discovery of drugs and evidence that T.L.O. was selling drugs to students. The case was turned over to the police, she was charged and found guilty. The case was appealed in the U.S. supreme court to decide whether T.L.O.'s fourth amendment rights were vioalted during the assistant principal's search.
 * //T.L.O v. New Jersey//** (Fourth Amendment)

**Learning Goals**

By participating in //Discovering the Bill of Rights//, students will: · identify important rights protected under the First or Fourth Amendment; · learn the facts of a U.S. Supreme Court case based on those rights; · apply the relevant Amendment to the facts of the case; · understand that the challenge of implementing the Bill of Rights is finding the balance between the rights of the individual and the needs of government; and · make connections between the Bill of Rights and their own experiences.

//Discovering the Bill of Rights// aligns with the Massachusetts History and Social Science Curriculum Framework by addressing themes such as: · the evolution of the concepts of personal freedom, individual responsibility, and respect for human dignity; and · the growth and impact of centralized state power.

//Discovering the Bill of Rights// directly incorporates material included in U.S. History I Learning Standards, including: · U.S. I.9 (Reasons for the Passage of the Bill of Rights); and · U.S. I.9B (the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and ensures rights to persons accused of crimes).

Pre-field trip assignments