sbcss teaching american history program: trends in american foreign policy year 4 2009-2010
TRANSCRIPT
SBCSS Teaching American History
Program:
Trends in American Foreign Policy
Year 4 2009-2010
WelcomeWelcome Year 4 of the SBCSS TAH American Foreign
Policy Program
Areas of focus: Content Review Implementation of Content through Student
Writing development Technology Integration Preparing to share with the larger field
IntroductionsIntroductions Bonnie Tillotson
SBCSS Visual and Performing Arts Coordinator TAH Classroom Implementation Coordinator
Michelle Dymerski CISEP Director, Pitzer College TAH Consultant and now TAH Project Director!
Dr. John A. Moore Lead Scholar, SBCSS Foreign Policy TAH
Program Professor Emeritus, Cal Poly Pomona
Dr. Moore’s Dr. Moore’s PresentationPresentation
Focusing in on Student Writing, Part I
BreakBreak 15 Minutes
Dr. Moore’s Dr. Moore’s PresentationPresentation
Focusing in on Student Writing, Part II
LunchLunch Catering by Panera
Writing Survey and Writing Survey and DiscussionDiscussion
Michelle Dymerski
BreakBreak 15 Minutes
Selecting Standards Selecting Standards and Structures for and Structures for
WritingWriting Angela Dorough
Step 1: Select Step 1: Select StandardsStandards
Using the H-SS Standards for Grade 11, choose two standards you will be teaching in the next month Write down the number of the standard and
some key words on a post-it note from your table box
Step 2: Select a Step 2: Select a PartnerPartner
Share what you wrote with your partner Decide together:
Are there aspects of the standard related to trends in American Foreign Policy topics?
Step 3: Narrow the Step 3: Narrow the FocusFocus
Attempt to focus in on one standard that is related to an American Foreign Policy topic
Weigh your options with your partner
Discuss and decide which standard you will both work on for this exercise, come to consensus!
Listing your choiceListing your choice Choose one scribe for your partnership and
have them list the standard on a post-it note
Content-related Content-related OptionsOptions
11.4.1- Students trace the rise of the United States to its role as a world power in the twentieth century.
Sample writing structures
Summary ParagraphSummary Paragraph Explain how the U.S. became a world power
early in the twentieth century
Comparison/Contrast Comparison/Contrast WritingWriting
Compare the development of the U.S. as a world power with the decline of Great Britain as a world power during the twentieth century.
Role PlayingRole Playing You are a young adult living during the
period from 1890-1900. Describe the information you are hearing about the United States expanding its lands in the Pacific. Do you feel fear or hope? Explain through your examples and storytelling.
InterviewInterview In pairs research a famous figure from the
period 1890-1900. One student writes the questions they would ask in an interview and the other student writes the answers that the person would most likely give based on the research gathered.
News WritingNews Writing Write a newspaper article with the following
headline: Our Interests in Hawaii
After, students compare with actual news piece with that title
http://cbsr.tabbec.com/examine/print? article_id=13245791
Writing StandardsWriting Standards Look over the writing standards handout.
Discuss with your partner: In what ways does Social Science content
instruction support the mastery of the writing standards?
Writing StandardsWriting Standards Find a partnership to join and increase the
size of your group.
Share your observations concerning the question regarding writing standards:
In what ways does Social Science content instruction support the mastery of the writing standards?
ConnectingConnecting
Go back to the consensus standard Using the writing standards as a
springboard design a writing task based on the H-SS standard that has been selected
Consider how the writing task supports the development of critical thinking skills
SharingSharing
Be prepared to describe what you have co-designed
Consider how well the task helps to communicate the core foundations of knowledge inherent in the H-SS content standards while at the same time supporting the Writing Standards through your curriculum
Final ThoughtsFinal Thoughts
Students will resist writing in History classes, after all, this isn’t English!
Vary the structures assigned Consider the skills required for mastery
of the Writing Standards as a point of reference
Final ThoughtsFinal Thoughts
Students will resist writing in History classes, after all, this isn’t English!
Vary the structures assigned Consider the skills required for mastery
of the Writing Standards as a point of reference
ClosureClosure Participant Review and Reflection
EvaluationEvaluation Please fill out an evaluation form for today’s
session. We appreciate your honest feedback.
See you tomorrow with your laptops!