FOOTPRINTS OF FREEDOMMiddleSchoolUCI History Project Fall 2012
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
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What historical content topics have you explicitly covered with the concept of compare and contrast this year?
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
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.
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
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”
Just the Facts: Documents of Destiny: Growth of a New Nation, “Early
Political Conflicts”
Federalists vs. Republicans
What are the big ideas you share with your students?
What are the categories of comparison?
Comparing 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)?
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).
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
In small groups, examine sources
What do these tell us about the differences between the Federalists and Democrat-Republicans?
Develop a mini-thesis
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
Compare and Contrast Writing: Individuals
Transitions
although as well asas opposed toboth but by comparisoncompared withdifferent from either...oreven thoughhowever instead of in common
in contrast in the like mannerin the same way just on the other hand
on the contrary otherwisesimilar to similarly still whereas yet
Closing: Reading with a purpose Jefferson’s Inaugural Address
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?
Break
Lesson Study: The Big Picture
Lesson Study: 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”
Knowledge Development and Use through Lesson Study
1. STUDYConsider long term goals for
student learning and development
Study curriculum and standards
2. PLANSelect or revise research lesson
Do task
Anticipate student responses
Plan data collection and lesson
3. DO RESEARCH LESSONConduct research lesson
Collect data
4. REFLECTShare data
What was learned about student learning, lesson design, this
content?
What are implications for future teaching, for the field?
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?”
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.
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.
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?
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 fall lesson study.
Be ready to share out where you are this afternoon at 3:30