Footprints of freedom

1. Footprints of freedom High SchoolUCI History Project Fall 2012

2. Agenda September 6 • Model lesson for reading and writing • American Imperialism in the Pacific • Developing a teacher question aligned to the Common Core • Lesson Study planning time

3. Cause and Effect Reading and Writing • How do you teach about cause and effect with your students? • What historical content topics have you explicitly covered with the concept of cause and effect this year?

4. Introductory exercise • Asking students to describe cause and effect exercise • Causes, effects, long-term effects • Significance: Why was this event important to describe? How did this event create change?

5. 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

6. Context: Imperialism in the Pacific • Purpose for exploration: Causes of American Expansion in the Pacific during the late 19th and early 20th centuries. • Movie clip from United Streaming: America in the 20th Century: America Becomes a World Power, “Expansion”

7. America in the 20th Century: America Becomes a World Power, “Expansion”

8. American Expansion in the Pacific • What are the big ideas you share with your students?

9. American Expansion in the Pacific: Questions for Exploration • Argumentative question for exploration What was the most significant cause of American expansion in the Pacific? • Explanatory question for exploration What were the causes of American expansion in the Pacific? • Do you provide students with categories (military, markets, and cultural superiority)?

10. 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).

11. 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

12. Text and Subtext • Read “Second Inaugural Address” William McKinley, March 4, 1901 • Lesh: Read for Text and Subtext (page 21) • Text: What is visible/readable? What information is provided by the source? • Subtext: What is between the lines? • Who created the source?What do we know about that person? • For whom was the source created? • Why was this source produced when it was?

13. McKinley Source • What were the causes of American expansion in the Pacific, according to McKinley? • Use close reading strategies • Pronouns • Adjectives • Tone • Verbs • Structure/type of text • Audience/purpose • Context

14. In small groups, examine sources • What do these tell us about American Expansion in the Pacific? Text and subtext • Use the close reading chart: How does these allow us to answer our question: What were the causes of American expansion in the Pacific? Develop a thesis

15. FILLING THE BOWLS What were the causes of American expansion in the Pacific? MILITARY FACTORS ECONOMIC FACTORS CULTURAL FACTORS

16. Gallery walk • Take notes at each station • Identify sources that align to your thesis • Explain how these sources corroborate one another • Consider what other sources you might need to develop your essay • Revise your thesis

17. THESIS STATEMENT: Topic Sentence: Primary source: Secondary Source: Analysis: MILITARY Topic Sentence: Primary source: Secondary Source: Analysis: ECONOMIC Topic Sentence: Primary source: Secondary Source: Analysis: CULTURAL

18. Transitions as a result of because consequently effects of first for this reason hence if...then is caused by led to since so that therefore thus when...then

19. Cause and Effect 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?

20. Break

21. 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”

22. Knowledge Development and Use through Lesson Study 1. STUDY Consider long term goals for student learning and development Study curriculum and standards 2. PLAN Select or revise research lesson Do task Anticipate student responses Plan data collection and lesson 4. REFLECT Share data What was learned about student learning, lesson design, this content? What are implications for future teaching, for the field? 3. DO RESEARCH LESSON Conduct research lesson Collect data

23. 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?”

24. 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.

25. 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.

26. 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?

27. Lesson Study Share Out • Lesson topics and date • Student learning objectives • Teacher question • Common Core connection

28. 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 2:30