FOOTPRINTS OF FREEDOM High School UCI History ProjectSpring 2013

Agenda February 6 Common Core resources Common Core model lesson Lesson Study planning time

Common Core Resources for High School  Stanford History Education Group Stanford History Education Group  Library of Congress Teaching with Primary Sources program journal on Common CoreCommon Core  Humanities Out There curriculum  History Blueprint History Blueprint  California History Social Science Project Common Core trainingtraining

Smarter Balanced Performance Tasks  What skills do students need to be successful on this assessment?  How can history instruction support this skill development?  How do these tasks align to the Historical Analysis Skills?

Korean War  How do you teach about the Korean War to your students?  What are the big ideas/ guiding questions?  How does Lesh approach the subject? What historical thinking skills is he trying to support through his lesson? What about his lesson would be useful in your classroom? 11.9 Students analyze U.S. foreign policy since World War II. 3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:  The Korean War

Using Discussion to Enhance Historical Thinking and Writing  Students read, summarize, analyze, and evaluate multiple texts.  Students learn about corroborating sources and how to identify sources that are more relevant for answering the question than others.  Students collaborate to share information about their texts and learn about other texts to answer a discussion question.  Students evaluate multiple sources to answer the discussion question.

Setting a purpose for reading, speaking, and writing?  What caused the Korean War?  What was the most significant cause of the Korean war?

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).

Angel Island  “A People without a Country”  What are the big ideas presented in this chapter?  How would you implement this chapter into your curriculum?  How could you use this chapter in a backwards- planning model to make the study of the Korean War more relevant?

Korea Society travel to Korea!  Spring 2013 Fellowship Spring 2013 Fellowship

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 spring lesson study.  Be ready to share out where you are this afternoon at 2:00