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Opposing Viewpoints Teaching American History In Miami-Dade County November 2, 2012 Fran Macko, Ph.D. [email protected]

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Opposing Viewpoints . Teaching American History In Miami-Dade County November 2, 2012 Fran Macko, Ph.D. [email protected]. What skills do the Common Core State Standards require students to master? How will the CCSS impact assessment? - PowerPoint PPT Presentation

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Page 1: Opposing  Viewpoints

Opposing Viewpoints

Teaching American History In Miami-Dade County

November 2, 2012

Fran Macko, [email protected]

Page 2: Opposing  Viewpoints

Framing the Session

• What skills do the Common Core State Standards require students to master?

• How will the CCSS impact assessment?

• What strategies can teachers use to support in mastering the CCSS?

Page 3: Opposing  Viewpoints

What are the Common Core Content Standards for History?

• Embedded in the CCSS for Literary in grades 6-12 are standards for literacy in history/ social studies.

• These standards:– are based on teachers using their content area expertise

to help students meet the particular challenges of reading, writing, speaking, listening, and language in their content area.

– are not meant to replace content standards but rather to supplement them. States may incorporate these standards into their standards for those subjects or adopt them as content area literacy standards.

– focus on the reading, comprehension and analysis of increasingly complex informational text.

Page 4: Opposing  Viewpoints

• The standards are divided into three broad categories:– Key Ideas and Details– Craft and Structure– Integration of Knowledge and Ideas

• Each category is further divided into three specific skills.

Page 5: Opposing  Viewpoints

• Read the CCSS standards for the grade you teach and make a list of the skills that students will need to master to meet each of the standards for that grade.

• Form groups of middle and high school and discuss your list.

• Create a master list of skills for your grade level.

Page 6: Opposing  Viewpoints

• What skills are consistent across the grade levels?

• How do the skills build in sophistication across the grades?

• Where do the skills for literacy and history intersect?

• How might we organize these skills to simplify the process?

Page 7: Opposing  Viewpoints

The Common Core Learning Framework

• Contextualization– Establishing time, scope

and Sequence– Understanding the big

picture– Establishing the values

and beliefs of the time• Craft and Structure

– Identifying and defining key terms

– Determining the main idea

– Identifying the author’s bias or point of view

• Key Ideas and Details– Assessing the reliability

of the information– Evaluation of argument

and reasoning– Comparing ideas within

and across texts• Integration of Knowledge

and Ideas– Analysis of multiple

sources and perspectives– Understanding multiple

perspectives– Assessing different

interpretations over time

Page 8: Opposing  Viewpoints

How will the Common Core impact assessment?

• Common Core Assessments are currently in development.

• They will most likely ask students to:– read, comprehend and analyze a pair or set of

documents• the documents may include fiction as well as

informational text– compare and contrast documents and/ or identify

common thematic threads– synthesize information and apply it to a writing

task

Page 9: Opposing  Viewpoints

Building Student Understanding of Point of View

• Understanding point of view is a critical skill of reading and thinking like an historian.

• Every document, image and text is a reflection of its author’s worldview and beliefs.

• Bias and author reliability need to be factored into the reading and analysis of any historical source.

Page 10: Opposing  Viewpoints

What is the Opposing Viewpoints Strategy?

• The Opposing Viewpoints strategy supports students in many of the Common Core skills:– comparing how individuals interpret the same

event– distinguishing fact from opinion– analyzing information within an historical

viewpoint– constructing historical arguments– writing coherent and well supported essays

• The strategy uses a graphic organizer.

Page 11: Opposing  Viewpoints

What are the steps in the process?

• Develop the essay question that asks students to compare two interpretations of an event, or select one interpretation and support it.

• Select the sources for the activity.

• Ask:– What point of view do the resources I use reflect?– Are there other important viewpoints that are essential to a

deeper understanding of the event or concept?– What resources will provide other points of view?

Page 12: Opposing  Viewpoints

What are the steps in teaching the strategy?

• Build or access prior knowledge of the event.– What do we know about

this event?– Who were the decision

makers at the time?– What was their

viewpoint on the issue?

• Use the textbook interpretation of the event as a starting point.

Page 13: Opposing  Viewpoints

• Introduce the first source and establish the historical context.– What do we know

about the author of the source?

– What is the significance of the date of the source?

– What is the historical context of the source?

• Have students read/view and discuss the source in small groups.

Page 14: Opposing  Viewpoints

• Have students complete the graphic organizer with:– What are the key points

or arguments presented in the source?

– Summarize the viewpoint expressed in the source in a few sentences.

– Write a thesis statement that reflects the viewpoint of the author.

• Have students cite specific text to support their answers where possible.

Page 15: Opposing  Viewpoints

• Repeat the process with the second source.

• Debrief the activity with the class.

• Guiding questions include:– What did we know about this concept, issue or event?

(our prior knowledge)– What do we now know? (as a result of the analysis of the

documents)– How did our analysis of different viewpoints deepen our

understanding? – How do the author and date of a source affect

viewpoint?

• Have students apply their analysis to the writing task.

Page 16: Opposing  Viewpoints

Modeling the Strategy

Page 17: Opposing  Viewpoints

Grade 8-The Essential Question

• Beginning the new nation: What were the major issues and challenges surrounding the ratification of the Constitution?

Page 18: Opposing  Viewpoints

Grade 11-The Essential Question

• World Wars- What were the major political, social and economic causes and effects of World War I and World War II?

Page 19: Opposing  Viewpoints

Modeling the Strategy-Middle SchoolRatifying the Constitution

• Working with a partner, make a list of 5 major issues and challenges that surrounded the ratification of the Constitution.

• Use document #1 as a reference.

Page 20: Opposing  Viewpoints

Modeling the Strategy:Viewpoint #1

• Read “Anti Federalist #84.

• Discuss the text and complete the graphic organizer.

• Discuss your answers with your group.

Page 21: Opposing  Viewpoints

Modeling the Strategy:Viewpoint #2

• Read “Federalist #84.

• Discuss the text and complete the graphic organizer.

• Discuss your answers with your group.

Page 22: Opposing  Viewpoints

Modeling the Strategy- High SchoolPost War Arms Reduction

• Working in a group of 3, make a list of 5-7 facts about the Nuclear Nonproliferation Treaty.

• Use document #1 as a reference.

Page 23: Opposing  Viewpoints

Modeling the Strategy:Viewpoint #1

• Read the excerpt from Lyndon Baines Johnson “Remarks on the Signing of Nonproliferation Treaty (July 1, 1968).

• Discuss the text and complete the graphic organizer.

• Discuss your answers with your group.

Page 24: Opposing  Viewpoints

• Select one of the following documents:– India and NPT– France and NPT– Australia and NPT

• Read your text and complete the graphic organizer.

• Discuss and compare your answers with your group.

Page 25: Opposing  Viewpoints

Debrief and Discussion

• Debrief the activity with your group.

• Guiding questions include:– What did we know

about the topic?– What do we now know?– How did our analysis of

different viewpoints deepen our understanding?

– How do the author and date of a source affect viewpoint?

Page 26: Opposing  Viewpoints

Factors to Consider in Selecting Sources

• The selection of sources for Opposing Viewpoints depends upon a number of factors:– The content introduced– The grade level– The need to differentiate based on student

strengths and areas of weakness

• However, each source should provide a different point of view on the topic or event.

Page 27: Opposing  Viewpoints

Adapting Opposing Viewpointsto Your Classroom

• How might you use Opposing Viewpoints in your social studies classroom?– What adaptations would

you make to the strategy?

• What other document pairs could you use to teach the topic?– How might you modify

or lift text for students?

• Turn and talk with a partner.

Page 28: Opposing  Viewpoints

Next Steps for Opposing Viewpoints• Once students have analyzed different points of view

on a topic, event or individual, they can:– Debate a particular viewpoint or interpretation.– Write a position paper in which they construct an

historical argument.– Research other perspectives on the topic and add to the

graphic organizer.– Select a point of view and role play, write a journal entry

or letter from that perspective. – Research the author and date of the source and discuss

how historical context affects viewpoint.

• What other next steps can you think of? Turn and talk with a colleague.

Page 29: Opposing  Viewpoints