Charters of Freedom
*Please sit at a table with job alike colleagues (by Grade Level)*
August 4, 2011
8:30 AM-3:30 PM
Our Agenda
Morning:08:30-10:30: Instructional strategies for historical thinking10:30-10:40: Break10:40-11:30: Introduction to Lesson Study/ Norms11:30-12:30: Lunch and Post-test
Afternoon:12:30-12:45: Overview: Process for Planning the Lesson;
Step 1: Identify the Topic12:45-1:00: Step 2: Map the Unit01:00-1:15: Step 3: Identify Lesson Goals01:15-3:00 : Step 4: Create the Lesson Plan03:00-3:30: Logistics (Who will be video'd, what is the time frame
for teaching the lesson); Closing
Review: Where have we been?February 4-5, 2011 P. Central Middle
National Archives Presentation by Dave Rosenbaum
Library of Congress Representatives Overview of historical period via content
experts from Webster University- Dr. John Chappel (High School)
- Dr. Kristen Anderson (8th grade)
- Dr. Ted Green (5th grade)
Review: Where have we been?April 14, 2011 R. Annex
Horizontal Team Time (Three Minute Write, Round Robin, Journal to Group Thinking, Combine like ideas/ details/ contexts/ strategies, Personal Planning) *Positive Feedback!
Declaration of Independence lecture Terry Bouton from Organization of American Historians
Horizontal Team Time (Add any ideas from Bouton to the group’s thinking)
Vertical Team Time (Gallery Walk, Post it Stems/ Observations, Post-it Commentary on other people’s thinking)
Review: Where have we been?June and July, 2011: Montpelier
Constitution Boot Camp with…..
Dr. Will Harris
What is our purpose?
Mission:The Charters of Freedom
Grant will provide opportunities for teachers of American History to deepen their own historical content knowledge, expand pedagogical resources and therefore increase student achievement
Established Goals:Objective 1: There will be an increase
in teachers’ knowledge of traditional American History among 5th Grade, 8th Grade, and High School teachers participating in the grant.
Objective 2: Increase pedagogical skills of American History teachers.
Objective 3: Increase student achievement in the areas of historical content and historical literacy as it relates to traditional American History.
Date Description
August 4, 2011 • Instructional Strategies• Lesson Creation (1)
November 9, 2011
• Lesson Tuning (1)
February 4, 2012 • Foundation for Critical Thinking• Historical Reasoning• Questioning Strategies for Teachers
and Students• Lesson Creation (2)
April 12, 2012 • Evening Seminar with Lead Historian• Lesson Tuning (2)
Summer 2012(2 days)
• Bill of Rights Institute (July 17, 18, 19, 20)• Organization of American Historians
2011-2012: At a Glance
Date Description
August 2, 2012 • Lesson Faire Share
November 8, 2012
• Lesson Creation (3)
February 2, 2013 • Lesson Tuning (3)• AP Vertical Teams in History
• Reading Habits• Using Visual Materials in the Classroom• Writing Tactics Using SOAP Stone
April 11, 2013 • Evening Seminar with Lead Historian
Summer 2013 • 5th Grade – National Constitutional Center, Philadelphia
• 8th Grade – The Hermitage, Nashville• 9th – 12th Grades – FDR Library and Museum,
Hyde Park
2012-2013: At a Glance
Date Description
August 2, 2013 • Instructional Strategies• Lesson Creation (4)
November 7, 2013
• Lesson Tuning (4)
February 8, 2014 • Foundation for Critical Thinking• Historical Reasoning• Questioning Strategies for Teachers and
Students
April 10, 2014 • Evening Seminar with Lead Historian
Summer 2014 • 5th Grade – Mount Vernon, Virginia• 8th Grade – Museum of the Cherokee Indian,
North Carolina• 9th – 12th Grades – National Archives, LOC, and
War Memorials, Washington D.C.
2013-2014: At a Glance
Lesson Study
Horizontal & Vertical
Teams
Horizontal & Vertical
Teams
April - July
AugustNovember
February
Lesson Study
Long Process(RESEARCH; collaboratively digging deep into one lesson….)
--therefore The work we do together has to have some recursive
properties
--therefore Historical Thinking
--(Tools of Social Science Inquiry)
Historical Thinking and State Standards (Tools of Inquiry)
5th Grade GLE 8th Grade GLE High School CLEs(All Courses)
Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos
Select, investigate, and present a topic using primary and secondary resources, such as oral interviews, artifacts, journals, documents, photos
Distinguish between and analyze primary sources and secondary sources
Distinguish between fact and opinion and recognize bias and points of view
Distinguish between fact and opinion and recognize bias and points of view
Distinguish between fact and opinion and recognize bias and points of view
Identify, research, and defend a point of view/ position
Identify, research, and defend a point of view/ position
Develop a research plan and identify appropriate resources for investigating social studies topics
Historical Thinking and State Standards (Common Core)
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Rank Each CCSS1= not important at all to understand this type of text5= of utmost importance to understand this type of text
Primary Source Documents History Textbook
1.2.3.4.5.6.7.8.9.10.
Historical Thinking and State Standards (Common Core)
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Sample Excerpt
Please read silently and write down the answers to these three questions at the bottom of or on the back of the passageHow do you describe this passage?What else do you want to know about this passage?Would you describe it the same way given any speaker, time, and place?
Be the student…
Is Lincoln a racist? In pairs, work through the document packet
(blue dot w/ a blue dot, no dot w/ a no dot) Participate in the listening and restating
activity (this is not a debate) The PURPOSE is to practice
– Evidence based thinking and argumentation– Questioning sources– Contextualizing sources– Synthesizing multiple accounts
Historical Thinking Strategies (3)
Making Sense of History (Zarnowski)
Reading Like a Historian(Wineburg, Martin, Monte-Sano)
(1) Context (1) Sourcing
(2) Significance (2) Contextualizing
(3) Perspectives (3) Close Reading
(4) Truth (vs Historical Fiction)/ (5) Accounts
(4) Corroborating
(Introductory Pages 7-17) (Introductory Pages v-viii)
Historical Thinking Strategies (Text exploration for other great ideas like….)
Historical Thinking Website“Opening Up the Textbook”
Essential Elements of “Good History Teaching”1.Historical Thinking - Context -What’s familiar/ unfamiliar2. Historical Literature3. Hands-on Experience
Six ideas for Opening Up Textbooks: 1.Comparison (US to non-US; old to new: Leftist to Rightwing; Traditional Diplomatic to Social; etc.)2.Direct Challenge (bringing primary evidence to challenge issues of fact or interpretation)3.Narrativization (where does a text begin to tell story, where does it end it?)4.Articulating Silences (who is left out of the narrative; bringing in voices of the silenced; bringing to the surface issues of representation, narrative choice)5.Vivification (breathing life into a text that "mentions“)6.Close reading (careful, attentive focus on word choice, bias, adjectives, etc)
Lesson Study Overview
Lesson Study Teams:– Must have collective responsibility (sense of
interdependence)– Must allow for educational/ philosophical
conversations– Must use collaborative problem solving as the norm– Must look at dissent as a means to build
professional knowledge– Must look at being a member of the community as
part of one’s identify
Lesson Study Step 1
Identify the Research Topic– Please choose an aspect of Historical
Thinking to research
CHOOSE A FALL LESSON/ TIMEFRAME!
THIS LESSON WILL NEED TO BE TAUGHT BEFORE NOVEMBER 1
Lesson Study Step 2
Map the Unit– If you know the lesson, situate the lesson within
the broader context– If you are not sure of which lesson should serve
as the research lesson, map out the unit together
Lesson Study Step 3:
Lesson Goals– Withing the context of Historical Thinking is this
lesson more about understanding/ learning…– Content? (This could work but remember it is
something that needs to loop)– Skills? (Tools of Inquiry) – Process Goal? (Skills or habits of mind that students
will develop)THE STUDENT LEARNING GOALS
WILL GUIDE THE OBSERVATION & DEBRIEFING
AMT? - Lincoln Activity
Acquisition: Notice racist vs not racist; guided practice, process guide
Meaning: Defend your point; reciprocal teaching, reflection prompts
Transfer: Adjust (or not) opinion based on feedback from peers; prompting self assessment/ reflection (application- writing)
Tools for finding primary source documents (prior dates)
http://teachingamericanhistory.org/ http://www.archives.gov/
Lesson Study Step 4
Create the Lesson Plan– Does not need to be created from scratch– Should include collective best thinking of the
group– Four Column Lesson Process
Lesson Study Step 4
1) Learning Activities and Teacher Questions
2) Expected Student Reactions
3) Teacher Support
4) Points of Evaluation
Closing
Everyone tries the lessonEveryone collects the data (rubric)Everyone does the reflection
One person is taped (by me) and brings some clips to the next meeting for analysis and discussion
The focus is on student learning per the collaboratively decided goal; not the teacher
Decide- Exit Slip has the name of your group and the person I need to contact to conduct the visit