Transcript Document

TEACHING AMERICAN
HISTORY PROJECT
Popular Culture in American
History
February 7, 2013
CONGRATULATIONS NNCSS
TEACHERS OF THE YEAR
Sundae Eyer: Social Studies Middle School
Stacy Drum: Social Studies Elementary School
ATTENDANCE CHECK
• On the back of the agenda is your attendance,
please check and if you see a mistake see me at
lunch or breaks.
• Saturday History Seminars: Need to attend 4 for
full stipend. Please sign up for Saturday History
Seminar…will pass the sign-up sheet around.
The Triumvirate of CCSS
for Social Studies
Deep
Reading
Speaking
&
Listening
Writing
with
Evidence
A BASIC REVIEW OF TEXT
COMPLEXITY
Do you remember Reading Standard 10? It’s what makes
CCSS so incredibly different. It requires not just that students
can read and use certain skills while reading, but that every
student is reading, understanding, and using appropriate
evidence from grade level or above COMPLEX texts.
Partner Up To Play Power Sentences
as we learn more about complex text
Power Sentences are clear, concise, and specific.
• Why just sentences? Because a sentence is the building
block for longer works. If you use week bricks, your
building will not sustain.
• Clarity: there is no question about the meaning of your
words; you clearly address the question, topic, claim, etc.
• Concision: all “unnecessary” words and phrases are
removed; long sentences are fine as long as written with
concision.
• Specificity: when appropriate, all words are definable (or
have a clear antecedent) – e.g. not “thing,” “they,” “some
people,” “in history,” “over time,” etc.
Power Sentences
• For the next three slides,
• Read the quote about text complexity.
• Work with your partner to verbally summarize the passage. WHAT
IS THE MAIN POINT OF ALL OF IT?
• Write one Power Sentence to demonstrate your understanding.
Bauerlein, M. (2011). Too Dumb for Complex Text. ASCD.
In a 2006 report titled Reading Between the
Lines: What the ACT Reveals About College
Readiness in Reading, ACT identifies this
inability as the decisive gap between collegeready and college-unready students. When
measured by their understanding of various
"textual elements" (such as main idea, word
meanings, and supporting evidence), collegeready and college-unready students score about
the same. The difference shows up on another
measure: "The clearest differentiator in reading
between students who are college ready and
students who are not is the ability to comprehend
complex texts“ (p. 2).
Bauerlein, M. (2011). Too Dumb for Complex Text. ASCD.
When faced with a U.S. Supreme Court decision, an epic poem, or an ethical
treatise—works characterized by dense meanings, elaborate structure,
sophisticated vocabulary, and subtle authorial intentions—college-ready students
plod through them. Unready students falter.
Does the gap widen because unready students don't have the intelligence or
background knowledge to understand complex texts? To some extent perhaps,
but ACT suggests that the difficulty lies just as much in students' lack of
experience and practice with reading complex texts. ACT asserts, "The type of
text students are exposed to in high school has a significant impact on their
readiness for college-level reading" (p. 23). The more students are exposed to
complex texts, the more they realize that they can't complete their studies
through "a single superficial reading" (p. 24).
Complex texts require a slower labor. Readers can't proceed to the next
paragraph without grasping the previous one, they can't glide over unfamiliar
words and phrases, and they can't forget what they read four pages earlier. They
must double back, discern ambiguities, follow tricky transitions, and keep a
dictionary close at hand. Complex texts force readers to acquire the knack of
slow linear reading. If they rarely encounter complex texts, young students won't
even realize that such a reading tack is a necessary means of learning. Unready
students might be just as intelligent and motivated as the ready ones are, but
they don't possess the habits and strategies needed to carry on.
Bauerlein, M. (2011). Too Dumb for Complex Texts? ASCD.
Complex texts can be lengthy and opaque, the product of careful
thought and studied composition. To address them, readers may need
to sit down with them for several hours of concentration. Readers
need to be patient enough to ponder a single sentence for a few
minutes, because many complex texts aren't just purveyors of
information, but expressions of value and perspective.
…
That willingness to pause and probe is essential, but the dispositions
of digital reading run otherwise. Fast skimming is the way of the
screen. Blogs, chats, and comments are usually hastily produced and
consumed. The more students become habituated to them, they more
they will eschew a slow and deliberate pace; or, rather, the more they
will read quickly and fail to comprehend. If they have grooved for
many years a reading habit that races through texts, as is the case
with texting, e-mail, Twitter, and other exchanges, 18-year-olds will
have difficulty suddenly downshifting when faced with a long
modernist poem.
What are the Qualitative Features of Complex Text?
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Subtle and/or frequent transitions
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Lack of repetition, overlap or similarity in words and
sentences
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Complex sentences
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Longer paragraphs
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events, references to cultural
and historical events, literature, etc.
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or pull
things together for the student
Subtle themes, sarcasm, idioms
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Qualitative Complexity
Less Complex
More Complex
• Explicit
• Implicit
• Conventional Structure
• Unconventional Structure
• Literal
• Figurative or Ironic
• Clear
• Ambiguous or Misleading
• Contemporary/Familiar
• Archaic/Unfamiliar
• Conversational
• Academic
• Familiar Vocabulary
• High Load of Tier 2/3 Vocab
• Simple Sentences
• Single meanings
• Everyday knowledge/low
intertextuality
• Complex Sentences
• Multiple meanings
• Need background/ other texts
Text Complexity Continuum
EXPLICIT…………IMPLICIT
CONVENTIONAL STRUCTURE………UNCONVENTIONAL STRUCTURE
LITERAL………FIGURATIVE OR IRONIC
CLEAR………AMBIGUOUS OR MISLEADING
CONTEMPORARY OR FAMILIAR………ARCHAIC OR UNFAMILIAR
CONVERSATIONAL………ACADEMIC
FAMILIAR VOCABULARY………HIGH TIER 2/3 VOCABULARY LOAD
SIMPLE SENTENCE STRUCTURE………COMPLEX AND VARIED
EVERYDAY KNOWLEDGE………NEED BACKGROUND
LOW INTERTEXTUALITY………NEED TO KNOW OTHER TEXTS
SINGLE LEVEL OF MEANING…MULTIPLE LEVELS OF MEANING
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Which text is more complex? Why?
Text 1
Text 2
•Lincoln was shaken by the
•According to those who knew him,
presidency. Back in Springfield, politics
had been a sort of exhilarating game;
but in the White House, politics was
power, and power was responsibility.
Never before had Lincoln held
executive office. In public life he had
always been an insignificant legislator
whose votes were cast in concert with
others and whose decisions in
themselves had neither finality nor
importance. As President he might
consult with others, but innumerable
grave decisions were in the end his
own, and with them came a burden of
responsibility terrifying in its
dimensions.
Lincoln was a man of many faces. In
repose, he often seemed sad and
gloomy. But when he began to speak,
his expression changed. “The dull,
listless features dropped like a mask,”
said a Chicago newspaperman. “The
eyes began to sparkle, the mouth to
smile, the whole countenance was
wreathed in animation, so that a
stranger would have said, ‘Why, this
man, so angular and solemn a
moment ago, is really handsome.’”
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Scaffolds for Reading Complex Text
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Chunking
Reading and rereading
Read aloud
Strategic think aloud
Scaffolding questions
Heterogeneous small groups
Pre-prepping struggling readers to support confidence
and participation
Annotation strategies
Cornell notes
Paraphrasing and journaling
Some things I’ve learned about SBAC
• There will likely be five to eight distractors for
certain items (rather than 4).
• Some items will ask students to choose the best
2 or 3 answers from a list of 6-8 distractors.
• There will be several questions that ask students
to highlight areas of the text that provide the best
evidence for a claim.
• “Testlets” for each grade level are coming soon
from my connection with SBAC!!!
Possible Text & Questions for 6th
The Great Fire by Jim Murphy (excerpt & Testlet)
1. Please silently read the excerpt.
2. Answer questions 1-7.
3. Discuss your answers with a small group (4 or
less). Although this is 6th grade level, take the
position of students. How is this different from
past types of exams? What makes it difficult?
What implications are there for our teaching?
4. Share out.
More SBAC type questions (2-part)
The Validation of Continental Drift by Stephen Jay Gould (11th grade)
Part 2) Which excerpt from the text best
Part 1) What is the author’s
supports the answer to Part 1?
viewpoint of the scientific
a.
Direct evidence for continental drift –
method?
that is, the data gathered from rocks
a. The scientific method keeps
exposed on our continents – was
scientists from developing
every bit as good as it is today.
ideas that cannot be true.
b.
New facts, collected in old ways under
the guidance of old theories, rarely
b. The scientific method by
lead to any substantial revision of
itself is not likely to lead to
thought. Facts do not “speak for
new scientific advances. (*)
themselves’; they are read in the light
c. The scientific method helps
of theory. (*)
scientists record data that
c.
“Impossible” is usually defined by our
do not change over time.
theories, not given by nature.
d. The scientific method must d. The only common property shared by
all these land bridges was their utterly
be supported by careful
hypothetical status; not an iota of
scientific research.
direct evidence supported any of them.
Close Reads & Test Questions
• Consider adding one, 2-part SBAC-type question to your
close reads and/or creating a question or two like this for
a paragraph of reading on your unit tests.
• Start small…these are hard to write. Maybe we should
practice?
PLEASE SILENTLY READ THE
SHORT PASSAGE ON COWBOYS
FROM “WILD WEST SHOWS: THE
GLADIATORIAL CONTEST REVIVED”
When you have completed the reading,
write down the main idea of the passage.
Create 2-part question
Part 1) The main idea of this passage is…
• Come up with an answer the group agrees on.
• Student friendly language based entirely on the text.
• Then, come up with three-four other plausible
but wrong answers.
Part 2) Which excerpt from the test best
supports your answer to Part 1?
• Find four-five direct quotes from the text to act
as answers.
http://www.youtube.com/watch?v=IYQhRCs9IHM
Thank you to
Jamie Vaughn
for sharing this
fun video on
women’s
suffrage!
LUNCH
Please have your lesson plan out for us to look at and
give you credit.
($30)
Deep
Reading
Speaking
&
Listening
Writing
with
Evidence
WRITING WITH EVIDENCE:
PRACTICING ARGUMENT
University of Maryland Professor Chauncey Monte-Sano sought to
determine what instructional practices help students develop historical
thinking and writing skills…. Monte-Sano found that students who
experienced instruction with five specific qualities were more effective at
writing evidence-based argumentative essays. These qualities of
instruction were:
1.Approaching history as evidence-based interpretation.
2.Reading historical texts and considering them as
interpretations.
3.Supporting reading comprehension and historical thinking.
4.Putting students in the role of developing interpretations and
supporting them with evidence.
5.Using direct instruction, guided practice, independent
practice, and feedback to teach evidence-based writing.
Using direct instruction, guided practice, independent practice, and
feedback to teach evidence-based writing.
“Writing is learned by imitation. If anyone asked me how I
learned to write, I’d say I learned by reading the men and
women who were doing the kind of writing I wanted to do
and trying to figure out how they did it.”
—William Zinsser, author of On Writing Well
Argumentative Writing
By 12th grade, students…
• Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
• Introduce precise, knowledgeable claim(s), establish the significance of the
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claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that logically sequences claim(s), counterclaims, reasons, and
evidence.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s knowledge level, concerns,
values, and possible biases.
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.
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the
argument presented.
Putting the Pieces Together
• Argument (Super Claim), Claims, Reasoning, Evidence,
Counterclaim(s)
• Activity on “Violence in Video Games”
• Information pulled from www.procon.org
• Discuss the argument, claims, and counterclaims
provided to you.
• Your small group will separate the pieces of evidence
from the pieces of reasoning and then find the two pieces
of evidence and the two pieces of reasoning for each
claim and the counterclaim.
• All are related, so you will have to be thoughtful and
engage with your peers in a discussion.
Argument: Putting the Pieces Together
• Argument: Violent video games do, in fact, contribute to
youth violence.
• Claims:
• Violent video games desensitize players to real-life violence.
• Playing violent video games increases violent behaviors and
scripts (or repetitive procedures in reactions to events).
• Playing violent video games leads to a lower level of empathy for
others.
• Counter-Claim: Violent juvenile crime in the United States
has been declining as violent video game popularity has
increased.
Putting the Pieces Together, Cont.
Answer Key
Paraphrasing a Paragraph
• Do your answers match
• Choose one claim of the three
mine?
• If not, is it simply a matter
of highly related material?
• Does this help you
separate evidence from
reasoning a bit better?
• Could you use something
like this with students?
with its related evidence and
reasoning and put together a
coherent paragraph IN YOUR
OWN WORDS with POWER
SENTENCES.
• Your ideas are organized (this
is your paragraph outline). Now
work on paraphrasing and
linking everything together in a
meaningful manner.
ANALYZING YOUR
DISCUSSION LESSON PLANS
Afternoon Session
Observations & Cadre Meetings
• Sign up for Cadre meeting times (starting 2/19 through
3/1)
• Start thinking about your observation times
Which discussion model fits best with your
intended outcome?
• Socratic Seminar (whole group/small group)
• Jigsaw Seminar
• Structured Academic Controversy
• Fish Bowl
• Legislative Hearing/Town Hall Meeting
• Historical Debate
• Philosophical Chairs
Deep
Reading
Clarity Partners:
Refining Lesson Ideas
Speaking
&
Listening
DISCUSSION LESSONS
Writing
with
Evidence
Clarity Partners Norms
1. Pair up with someone with whom you do not
regularly work.
2. Sit knee to knee without a table in between.
3. For each slide, give each person time to
present their lesson ideas. Ask probing,
provocative, and critical questions in order to
assist in refining the lesson.
4. Stay focused on the lesson planning process
and the questions asked.
How are you breaking down your discussion
question and/or discussion time?
• Is your topic/question so broad that it requires multiple
points of entry?
• Seminars, Fish Bowls, Philosophical Chairs often require more
than one question
• Consider this deliberation:
What protection, if any, should homosexuals have in terms of domestic
partnerships/marriage? Should the government:
• Ban gay marriage through each states’ constitution or a
Constitutional amendment?
• Allow for civil unions for heterosexual and homosexual couples
(leaving marriage ceremonies to religious groups)?
• Give equal protection in terms of marriage to homosexual
couples?
• Take a different approach…
Multiple Questions?
• Or remember our Jigsaw Seminar on
“leisure”?
• Is laziness synonymous with leisure?
• Who gets leisure time? Are there differences
amongst groups and classifications of people?
Why or why not?
• How is consumption related to the leisure class?
• Why is there a debate over leisure time and the
leisure class?
Clarity of the Question(s)
Switch questions with a partner.
• Critique the question(s).
• Is the question(s) as written explicit and clear to me?
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If not, how might it be changed?
Does it include any unknown or confusing
vocabulary? Could these be changed?
Does it seem to need additional sub-questions?
Does the question match the discussion method?
How many points of view seem inherent in the
question? Are these reflected in the question?
Writing for Understanding
• Before or after?
• Length?
• Influenced by discussion model?
• Question same as in discussion or
different?
Assessing Writing
• What exactly are you looking for?
• Number of pieces of evidence?
• Type of evidence?
• Informational or argumentative?
• Multiple viewpoints?
• Reasoning?
• Rubric, checklist, other?
Assessing the Discussion
• Coins, candy, poker chips
• Student helpers (tally, score, slackers, group leaders, etc.)
• Participation and/or quality of comments
• Established number of required comments
• Encouraging others to participate/adding questions to the
discussion
• Monitoring over talkers & under talkers
• Accountable talk or adherence to norms
• Rubric, checklist, roster, or other ideas?
Assess the knowledge, skills, and
dispositions you care about and
have fostered.
Upcoming
• Saturday Seminar 2/23 from 8-12:30 at Matley (Music)
• George Washington Seminar 3/2 from 8-3:30
• Count as a Saturday Seminar
• OR get a ½ inservice credit
• Saturday Seminar 3/23 at the Nevada Museum of Art
• Sign up for observations with Katie
• ASSIGNMENT: Writing assignment for discussion, rubric or
other assessment tool, model essay on the topic due APRIL 19.
Social Studies Travel/PD Opportunities
Organization
Professional
Development
Keiasi Koho
2 week study program to
Fellowship
Japan.
Program
All expenses paid.
Korea Society
3 week study program to
Fellowship
South Korea. ALL
Program
EXPENSES PAID.
Gilder Lehrman Over 40 different- 1 week
Summer
study programs to select
Institutes
from. Located at
Universities with wellknown scholars. Travel
stipend and free room and
board.
National
Some located at national
Endowment for Parks with esteemed
the Humanities scholars. Travel stipend
Summer
and room and board.
Institutes
Application
Due Date
February 15,
2013
Website
Feb. 8, 2013
http://www.koreasociety.org/
February 15,
2013
http://www.gilderlehrman.org/education/seminar_overv
iew.php
March 4, 2013
http://www.neh.gov/projects/si-school.html
http://www.kkcfellowships.com/fellowships/
2014 Spring Field Study Trip
• Boston/Philadelphia- 6 Days
• Day 1: Travel & Arrive in Boston
• Day 2: Boston Freedom Trail and Kennedy Presidential
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Library
Day 3: Lexington & Concord, Plimoth Plantation
Day 4: Philadelphia- Independence Visitor Center, Historic
District
Day 5: Philadelphia National Constitution Center
Day 6: Valley Forge and Travel home
Dates: Sometime between March 29-April 13- We will
send out a goggle doc survey to decide exact travel
dates.