UNDERSTANDING AMERICAN CITIZENSHIP A partnership between Orange County Department of Education and University of California, Irvine History Project.

UNDERSTANDING AMERICAN CITIZENSHIPA partnership between Orange County Department of Education and University of California, Irvine History Project

Agenda

Year, week, and day Opening discussion of biographies and

focus on individuals in history Dr. Matt Mooney on Abolitionists and

Frederick Douglass Model lessons on The Autobiography of

Frederick Douglass by Amy Hale and Kristi Peckham

Common Core Reading for History

Year Four: Understanding American Citizenship

Focus is on individuals who fought to define or redefine citizenship in America Summer: Biography and Citizenship Academic year: Citizens in our

contemporary society

Year Four expectations

Each teacher will develop 3 lessons that: Align to the UAC lesson plan template Address reading or writing in the Common

Core Implement ideas, content, or sources from

the UAC program

To receive the stipend, please send all materials (lesson plan, sources, handouts, and student work) to Casey by our June meeting

Biography in history

Study of individuals in a discipline that can often focus on structural change—political, social, and economic

Highlights the important role of human agency in making change

Study individuals who are significant historical figures and others who are everyday people

Motivating and engaging for students

How do you use biographies or autobiographies in class?

Biography/autobiography

Biographical primary sources

Letters

Memos

Journals

Autobiographies

Photos

Others?

Letters of note

Who is the correspondence between?

What is the topic? When was it written?

What else was going on at the time?

What does the letter tell us about the person?

What does the letter tell us about the historical period?

What questions do you have about the letter?

What other sources might you want to look at to learn more about the person?

Online resources

Biographies: History Today, http://www.historytoday.com/ American Heritage,

http://www.americanheritage.com/

Letters: Letters of Note, lettersofnote.com John Muir letters,

http://www.calisphere.universityofcalifornia.edu/themed_collection/john-muir-letters/

Others?

COMMON CORE READING IN HISTORY

A major shift of the Common Core Standards is the focus on complex, informational text as a central component to classroom instruction

What are some examples of complex texts used in the history classroom?

Reading complex informational texts

Rationale for the focus on complex texts

The CCSS has as its goal college and career readiness. A 2006 research study showed that students who

performed better at benchmark reading tests were more likely to enroll in college, be successful in college, and return for a second year. Reading complex texts was an indicator for college

readiness. Research shows the K-12 texts have become

easier to read, while college-level texts have not K-12 students need more practice with complex

texts

How are complex texts defined by CCSS?

• Qualitative dimensions include multiple levels of meaning, purposes, structure, etc.

• Quantitative dimensions consider word and sentence length and complexity.

• Reader and task rely on teacher expertise to consider the appropriate texts for their students and the subject under study

Reading and the CCSS

Key Ideas and Details  

Craft and Structure  

Integration of Knowledge and Ideas  

Range of Reading and Level of Text Complexity

Key Ideas and Details

Who created the text? What type of text is it? What is the main idea of the text? Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Focus on primary and secondary sources and citation  

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

What language does the text use to develop meaning and/or a point of view?

What is the structure of the text? Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

How do a variety of texts on the topic each address the issue or main idea?

What is the argument of the text and what evidence does the author use to make that argument?

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

What does complex text look like in history?

Textbooks and other secondary accounts Historical interpretations Online or newspaper articles Primary sources using archaic and

academic language Speeches Political cartoons Photos and art

• How will you continue to increase the frequency and rigor of complex text reading in your classroom?

• How will you support struggling readers to grapple with and make meaning of complex texts?

What types of complex text do you already use in your classroom?

Implications for Close Reading of Complex Text

Teacher-led, close reading of rich complex texts must be a regular part of student experience.

This means emphasizing questions that can only be determined from the text (text-dependent questions).

Students need to struggle with a variety of texts with teacher support

Students listen, speak and write about the text in order to develop deep understanding.

Smarter Balanced Assessments Will measure a

student’s ability: To analyze a text To synthesize

multiple texts To respond to a

prompt using evidence from multiple texts

Examples of close reading

Many approaches are similar to “close reading” or involve close reading. Teacher may “think aloud,” use probing questions, and guide students at beginning.

Cognitive Apprenticeship-explicit modeling of the habits of mind for reading

Socratic method Reciprocal teaching Think-alouds Annotating the text

Text-dependent Questions

• Can only be answered with evidence from the text.

• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.

• Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.

• Focus on difficult portions of text in order to enhance reading proficiency.

• Can also include prompts for writing and discussion questions.

*from Achievethecore.org

Video on text-dependent questions

3-2-1 Video Activity3: Things of interest to you about this scene

2: Two things that relate to what you already know

1: Question that this scene raises

Debrief

What ideas and strategies stand out from the video?

What questions about the close reading and text-dependent questions does this video raise for you?

Text-dependent Questions

Typical text dependent questions ask students to perform one or more of the following tasks: Probe each argument in persuasive text, each idea in

informational text, each key detail in literary text, and observe how these build to a whole

Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts

Question why authors choose to begin and end when they do

Consider the genre of the text and the structure of the text

Note and assess patterns of writing and what they achieve Consider what the text leaves uncertain or unstated

Model lesson

Format Text-dependent questions checklist

What other questions might be useful for students to comprehend the text?

Shared practice

In partners, read the source: Identify an excerpt that you would use in

your class Develop three text-dependent questions

Use the text-dependent question worksheet to check your work.