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Grant will provide opportunities for teachers of American History to deepen their own historical content knowledge, expand pedagogical resources and therefore increase student achievement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Objective 3: Increase student achievement in the areas of historical content and historical literacy as it relates to traditional American History.

How does the work fit together?

How does the work fit together?Feb, April, June/July…..Turn and Talk

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

All Grades– Summer 2011

Fifth Grade – Summer 2013

Fifth Grade – Summer 2014

Eighth Grade – Summer 2013

Eighth Grade – Summer 2014

High School – Summer 2013

High School – Summer 2014

Lesson Study

Horizontal & Vertical

Teams

Horizontal & Vertical

Teams

April - July

AugustNovember

February

So…. where are we going today?

Historical Thinking Skills

Lesson Study

So…. where are we going in November?

Lesson Study

Data analysis and revision

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

http://historicalthinkingmatters.org/why/

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

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

Learning Activities and Teacher Questions

Expected Student Reactions

Teacher Support

Points of Evaluation

A Preview of Future Submissions…

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