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TAHP October 15 – 16, 2010 Obenchain & Pennington1.

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Presentation on theme: "TAHP October 15 – 16, 2010 Obenchain & Pennington1."— Presentation transcript:

1 TAHP October 15 – 16, 2010 Obenchain & Pennington1

2 Welcome & Introductions Angela and Sue Introduction & overview Survey Scott will be by later today to say hi! Obenchain & Pennington 2

3 Who are we and what are we going to do? The big picture – how does this all fit together Shulman Content knowledge Pedagogical content knowledge Curricular knowledge Where do we start - today and tomorrow Ditto Obenchain & Pennington 3

4 Who are you and what do you do and why? Name, grade, and how long teaching How is your teaching assessed? Shulman How do you teach literacy? What materials are most helpful in your teaching of literacy? How do you teach history and social studies? What materials are most helpful in your teaching of history and social studies? Why are you here? Obenchain & Pennington 4

5 Concept Development: Social Contract Groups of no more than 4 Read the article your group has been given. Each person should know: The main points of the article; How the article uses the term social contract; How you would define social contract Number off by four in your group Obenchain & Pennington 5

6 The articles 22/a-new-social-contract-but-which-one/ 22/a-new-social-contract-but-which-one/ 31mon4.html 31mon4.html law-blog/2010/jul/11/legal-aid-cuts-writ-large law-blog/2010/jul/11/legal-aid-cuts-writ-large d=159&id=1295&option=com_content&task=v iew d=159&id=1295&option=com_content&task=v iew Obenchain & Pennington 6

7 JIGSAW Regroup (1s together, 2s together, etc.) Share your article and your thinking about what a social contract is with this group. As a group, synthesize what you have learned and: List criteria that you believe are essential to the concept of a social contract. Each of you should write this down. Each of you should also write any question(s) your group, or you individually has about what a social contract is and isnt. Whole class discussion: What is a social contract? Obenchain & Pennington 7

8 Exploring the Concept: These Guys Thought a lot about a Social Contract 1. Thomas Hobbes 2. Jean Jacques Rousseau 3. John Locke 4. John Rawls Obenchain & Pennington 8

9 Hi, my name is… Prepare for the fishbowl by learning more about your assigned philosopher. Consider: How he defined the social contract; What he believed were the essential elements of a social contract (i.e., all social contracts have/are…) How when and where he lived and the social, political, economic context in which he lived may have influenced his understanding of a social contract. Before the fishbowl, each person needs to write three things on their philosophers graffiti board: 1. One important thing about this philosophers life and/or times; 2. One important characteristic from one of his key texts (e.g., Hobbess Leviathan, Lockes Second Treatise) 3. One important quote from one of your philosophers important texts (primary source document) Obenchain & Pennington 9

10 LUNCH BREAK 12:00-12:45 Please sit with in your philosopher groups. Obenchain & Pennington 10

11 Fishbowl! Everyone will take a turn in the hot seats Start with one person in the hot seat; The other group members will sit behind the hot seat; As questions are posed to the group, only the four people in the hot seats are allowed to speak; Questions may be posed by the facilitators or by the individuals in the hot seats; If you are not in the hot seat and want to make a point, tap the shoulder of the person in the hot seat and change positions. Obenchain & Pennington 11

12 Reflection Individually return to any of the philosophers graffiti boards and add one or more of the following: 1. One important thing about this philosophers life and/or times; 2. One important characteristic from one of his key texts (e.g., Hobbess Leviathan, Lockes Second Treatise) 3. One important quote from one of a philosophers important texts (primary source document) Obenchain & Pennington 12

13 Revisions? Go back to your original groups (where you read the first article) Share your prior groups definitions, essential elements, and questions about what a social contract is. Address the questions your group members have. Create a new group definition. Create a list of essential elements of a social contract (a social contract has/is…) Pose any additional or continuing questions your group has about what a social contract is and isnt. Obenchain & Pennington 13

14 How do others define a social contract? Obenchain & Pennington 14

15 Definitions This is the belief that the state only exists to serve the will of the people, and they are the source of all political power enjoyed by the state. They can choose to give or withhold this power. An agreement among the members of an organized society or between the governed and the government defining and limiting the rights and duties of each. An implicit agreement among people that results in the organization of society; individual surrenders liberty in return for protection. of/social_contracthttp://www.lexic.us/definition- of/social_contract Obenchain & Pennington 15

16 Exploring examples and non-examples Obenchain & Pennington 16

17 Does this t-shirt get it? Obenchain & Pennington 17

18 Is this an example of a social contract? Obenchain & Pennington 18

19 LESSON DEBRIEF Obenchain & Pennington 19

20 Standards Addressed Social Studies Social Studies Skills: Identify and discuss primary and secondary sources. H2.5.2 Describe issues of compromise and conflict within the United States. H3.5.3 Describe ways individuals display social responsibility. C Explain that the Declaration of Independence, the U.S. Constitution, and the Bill of Rights, are written documents that are the foundation of the United States government. Literacy Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. (NCTE) Fifth grade students determine the meaning of unfamiliar words in text using structural analysis. Students expand their vocabulary and knowledge of words through context, word study, and multi-media resources. They read and comprehend grade-appropriate text with fluency and expand their use of reading strategies and skills across content areas. They use the writing process to compose a variety of multi-paragraph texts with an awareness of audience and purpose. Students revise drafts and then edit for mechanics, word usage, and sentence structure. They formulate questions, research a topic, and write multi-paragraph text to inform or persuade. Students also write summaries. Students may publish their work. They participate in and sometimes lead group discussions. Students expand active listening skills and demonstrate public speaking techniques. (Nevada ELA) Obenchain & Pennington 20

21 Learning Objectives Students will: Define the concept of social contract Distinguish between examples and non- examples of a social contract Identify historical and current examples of a social contract in US history Obenchain & Pennington 21

22 Critical Reflective Practice Using Shulmans components of essential teacher knowledge to unpack the lesson Obenchain & Pennington 22

23 Lesson Debrief: Content Knowledge Social contract Obenchain & Pennington 23

24 Lesson Debrief: Pedagogical Content Knowledge (PCK) Document analysis (historical thinking) Literal comprehension Concept development understanding (Taba, 1967) List, group, label Concept attainment Examine examples and non-examples Obenchain & Pennington 24

25 Lesson Debrief: Curricular Knowledge Integration Resources Lesson sequencing Obenchain & Pennington 25

26 Describe what happened in the lesson segment. Do not include what you meant, what you think students understood, etc. This is just a literal retelling. What content (HSL) was included? What pedagogical content knowledge was included? Literal Level (10 min x 2) 26 Obenchain and Pennington

27 What in this lesson segment included the objectives related to HSL? What history objectives were addressed? What social studies skills objectives were addressed? What literacy objectives were addressed? What in this lesson segment addressed a concept development approach (pedagogical content knowledge (PCK))? Interpretive Level (10 min x 2) 27 Obenchain and Pennington

28 If all of the elements of HSL were there, how well was it done? If all of the elements of HSL were not present, how will you modify the lesson so that in the future it contains all of the components of HSL? How well was concept development addressed? What should be done differently in the future to advance conceptual understanding? Evaluative Level (10 min. x 2) 28 Obenchain and Pennington

29 Resources Fishbowl ategies/fishbowl ategies/fishbowl Obenchain & Pennington 29


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