FOOTPRINTS OF FREEDOM High School UCI History ProjectFall
2012
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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
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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 What historical content topics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?
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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?
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Context: Setting the stage How do you define context for your
students? What types of activities do you engage in to provide
context? 6 Cs: 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
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Context: Imperialism in the Pacific Purpose for exploration:
Causes of American Expansion in the Pacific during the late 19 th
and early 20 th centuries. Movie clip from United Streaming:
America in the 20th Century: America Becomes a World Power,
Expansion
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American Expansion in the Pacific What are the big ideas you
share with your students?
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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)?
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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 audiences 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 audiences 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).
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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
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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?
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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
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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
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FILLING THE BOWLS What were the causes of American expansion in
the Pacific? MILITARY FACTORS ECONOMIC FACTORS CULTURAL
FACTORS
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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
Transitions as a result ofbecause consequently effects
offirstfor this reason hence if...thenis caused byled to since so
thatthereforethus when...then
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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?
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Break
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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
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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 3. DO RESEARCH LESSON Conduct research lesson Collect data
4. REFLECT Share data What was learned about student learning,
lesson design, this content? What are implications for future
teaching, for the field?
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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?
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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.
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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 Cs, primary source
analysis tool, outlines, thesis lessons, graphic organizers.
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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?
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Lesson Study Share Out Lesson topics and date Student learning
objectives Teacher question Common Core connection
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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
