FOOTPRINTS OF FREEDOM MiddleSchool UCI History ProjectFall 2012.

FOOTPRINTS OF FREEDOMMiddleSchoolUCI History Project Fall 2012

Agenda September 20

Model lesson for reading and writing Election of 1800

Developing a teacher question aligned to the Common Core

Lesson Study planning time

Compare and Contrast Reading and Writing

How do you teach about comparisons and differences with your students?

What historical content topics have you explicitly covered with the concept of compare and contrast this year?

Setting the purpose

Setting a purpose for reading and writing allows students to focus on the task at hand.

Teachers can use the purpose to guide instruction and selection of primary sources

Often historical texts, such as speeches are very long, with a purpose teachers can excerpt to support students

Washington’s Farewell Address 1796

Setting the stage—provide some context for the reading

Setting a purpose for reading Today we will learn about the development

of political parties in the United States. Even though we have a long history of two, and sometimes three, parties in the U.S. (like the Democrats and Republicans), President Washington warned against this type of political system. Read his Farewell Address to understand why he thought political parties were dangerous for the U.S.

Context: Setting the stage

How do you define “context” for your students? What types of activities do you engage in to

provide context? 6 C’s: What was going on in the world, the

country, the region, or the locality when this was created?

Lesh: What was going on during the time period? What background information do you have that helps explain the information from the source?

Stanford History Education Group: Imagining the setting

Context: Adam’s Administration Purpose for exploration: Compare and contrast the Federalist and Republican parties Movie clip from United Streaming:Just the Facts: Documents of Destiny: Growth of a New Nation, “Early Political Conflicts”

Just the Facts: Documents of Destiny: Growth of a New Nation, “Early

Political Conflicts”

Federalists vs. Republicans

What are the big ideas you share with your students?

What are the categories of comparison?

Comparing and contrasting political parties

Argumentative question for explorationAre the Federalists and Republicans more similar or different? Explanatory question for explorationHow are the Federalists and Republicans different? Do you provide students with categories

(foreign policy, role of government, geography, and culture)?

Common Core for Writing in History

Write arguments focused on discipline-specific content.

a. Introduce precise, knowledgeable claim(s),

establish the significance of the claim(s),

distinguish the claim(s) from alternate or

opposing claims, and create an organization

that logically sequences the claim(s),

counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as

varied syntax to link the major sections of the

text, create cohesion, and clarify the

relationships between claim(s) and reasons,

between reasons and evidence, and between

claim(s) and counterclaims.

d. Establish and maintain a formal style and

objective tone while attending to the norms

and conventions of the discipline in which

they are writing.

e. Provide a concluding statement or section

that follows from or supports the argument

presented.

Write informative/explanatory texts, including the narration of historical events.

a. Introduce a topic and organize complex

ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence

structures to link the major sections of the

text, create cohesion, and clarify the

relationships among complex ideas and

concepts.

d. Use precise language, domain-specific

vocabulary and techniques such as

metaphor, simile, and analogy to manage the

complexity of the topic; convey a

knowledgeable stance in a style that

responds to the discipline and context as well

as to the expertise of likely readers.

e. Provide a concluding statement or section

that follows from and supports the

information or explanation provided (e.g.,

articulating implications or the significance of

the topic).

Common Core for Reading in History

Use multiple sources: primary and secondary

Analyze the arguments and claims in each source

Read multiple sources to corroborate claims

In small groups, examine sources

What do these tell us about the differences between the Federalists and Democrat-Republicans?

Develop a mini-thesis

Gallery walk

Take notes at each station Consider what categories you might add

to your thesis. Consider what other sources you might

need to develop your essay

Compare and Contrast Writing: Individuals

Transitions

although as well asas opposed toboth but by comparisoncompared withdifferent from either...oreven thoughhowever instead of in common

in contrast in the like mannerin the same way just on the other hand

on the contrary otherwisesimilar to similarly still whereas yet

Closing: Reading with a purpose Jefferson’s Inaugural Address

Compare and Contrast Writing What other scaffolds might you include

to support this type of writing with your students?

What part of this lesson can you implement with your students to support Common Core reading and writing?

Break

Lesson Study: The Big Picture

Lesson Study: Focuses on steady, long term, instructional

improvement Maintains a constant focus on student learning Focuses on the improvement of teaching in

context Is collaborative

From Stigler and Hiebert, “The Teaching Gap”

Knowledge Development and Use through Lesson Study

1. STUDYConsider long term goals for

student learning and development

Study curriculum and standards

2. PLANSelect or revise research lesson

Do task

Anticipate student responses

Plan data collection and lesson

3. DO RESEARCH LESSONConduct research lesson

Collect data

4. REFLECTShare data

What was learned about student learning, lesson design, this

content?

What are implications for future teaching, for the field?

What Makes a Good Teacher Question?What Questions are Worth Investigating?The Big Picture:

Is there a gap between where students are – in terms of historical knowledge, academic skills, and personal qualities - and where you want them to be when they leave your class?

"How do you move students from where they are to where you want them to be?

"How can this lesson help accomplish that goal?”

What Makes a Good Teacher Question?What Questions are Worth Investigating?

Some criteria for a good teacher question include:

1) It leads to an investigation of an instructional question you don't know the answer to

2) It leads to an examination of whether some instructional assumptions and practices are effective, or how they might be made more effective.

3) It has both theoretical and practical implications.

4) It leads to an investigation of an instructional issue, idea, or strategy you've struggled with. Its answer is important to you and your students.

5) It has the potential to identify and generate enough evidence to develop an answer.

Teacher Question Focus: Suggested Questions

Can/do primary sources help students learn change over time?

Does analyzing primary sources help students understand the importance of context related events/people/eras?

Does citation allow students to understand point of view? Does close reading of texts (texts/subtexts) allow students

to understand point of view? What scaffolds can we use to get students to read the text? What scaffolds best support students to develop

argumentative or explanatory writing? E.g. historical context, 6 C’s, primary source analysis tool, outlines, thesis lessons, graphic organizers.

Connecting Data Sources and the Research Questions – An Example

Student Question: What were the causes of American expansion in the Pacific?

Teacher Question:Does a focus on close reading of primary sources (using the concepts of text and subtext) allow students to identify and explain multiple causes and points of view?

Lesson Study Share Out

Lesson topics and date Student learning objectives Teacher question Common Core connection

Lesson Study Planning

Collaborate with your colleagues to create a lesson for your fall lesson study.

Be ready to share out where you are this afternoon at 3:30