Presentation on theme: "MiddleSchool UCI History Project Fall 2012"— Presentation transcript:
1MiddleSchool UCI History Project Fall 2012 Footprints of freedomMiddleSchool UCI History Project Fall 2012
2Agenda September 20 Model lesson for reading and writing Election of 1800Developing a teacher question aligned to the Common CoreLesson Study planning time
3Compare and Contrast Reading and Writing How do you teach about comparisons and differences with your students?What historical content topics have you explicitly covered with the concept of compare and contrast this year?
4Setting the purposeSetting 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 sourcesOften historical texts, such as speeches are very long, with a purpose teachers can excerpt to support students
5Washington’s Farewell Address 1796 Setting the stage—provide some context for the readingSetting a purpose for readingToday 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.
6Context: 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
7Context: Adam’s Administration Purpose for exploration:Compare and contrast the Federalist and Republican partiesMovie clip from United Streaming:Just the Facts: Documents of Destiny: Growth of a New Nation, “Early Political Conflicts”
8Just the Facts: Documents of Destiny: Growth of a New Nation, “Early Political Conflicts”
9Federalists vs. Republicans What are the big ideas you share with your students?What are the categories of comparison?
10Comparing 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)?
11Common 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).
12Common Core for Reading in History Use multiple sources: primary and secondaryAnalyze the arguments and claims in each sourceRead multiple sources to corroborate claims
13In small groups, examine sources What do these tell us about the differences between the Federalists and Democrat-Republicans?Develop a mini-thesis
14Gallery 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
16Transitionsalthough as well as as opposed to both but by comparison compared with different from either...or even though however instead of in common in contrast in the like manner in the same way just on the other hand on the contrary otherwise similar to similarly still whereas yet
17Closing: Reading with a purpose Jefferson’s Inaugural Address
18Compare 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?
20Lesson Study: The Big Picture Focuses on steady, long term, instructional improvementMaintains a constant focus on student learningFocuses on the improvement of teaching in contextIs collaborativeFrom Stigler and Hiebert, “The Teaching Gap”
21Knowledge Development and Use through Lesson Study Consider long term goals for student learning and developmentStudy curriculum and standards4. REFLECTShare dataWhat was learned about student learning, lesson design, this content?What are implications for future teaching, for the field?2. PLANSelect or revise research lessonDo taskAnticipate student responsesPlan data collection and lesson3. DO RESEARCH LESSONConduct research lessonCollect data
22What Makes a Good Teacher Question 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?”
23What Makes a Good Teacher Question 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 to2) 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.
24Teacher 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.
25Connecting 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?
26Lesson Study Share Out Lesson topics and date Student learning objectivesTeacher questionCommon Core connection
27Lesson Study PlanningCollaborate 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