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MiddleSchool UCI History Project Fall 2012

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1 MiddleSchool UCI History Project Fall 2012
Footprints of freedom MiddleSchool UCI History Project Fall 2012

2 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

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 What historical content topics have you explicitly covered with the concept of compare and contrast this year?

4 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

5 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.

6 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

7 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”

8 Just the Facts: Documents of Destiny: Growth of a New Nation, “Early Political Conflicts”

9 Federalists vs. Republicans
What are the big ideas you share with your students? What are the categories of comparison?

10 Comparing and contrasting political parties
Argumentative question for exploration Are the Federalists and Republicans more similar or different? Explanatory question for exploration How are the Federalists and Republicans different? Do you provide students with categories (foreign policy, role of government, geography, and culture)?

11 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).

12 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

13 In small groups, examine sources
What do these tell us about the differences between the Federalists and Democrat-Republicans? Develop a mini-thesis

14 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

15 Compare and Contrast Writing: Individuals

16 Transitions although 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

17 Closing: Reading with a purpose
Jefferson’s Inaugural Address

18 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?

19 Break

20 Lesson Study: The Big Picture
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”

21 Knowledge Development and Use through Lesson Study
Consider long term goals for student learning and development Study curriculum and standards 4. REFLECT Share data What was learned about student learning, lesson design, this content? What are implications for future teaching, for the field? 2. PLAN Select or revise research lesson Do task Anticipate student responses Plan data collection and lesson 3. DO RESEARCH LESSON Conduct research lesson Collect data

22 What 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?”

23 What 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 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.

24 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.

25 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?

26 Lesson Study Share Out Lesson topics and date
Student learning objectives Teacher question Common Core connection

27 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

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