understanding american citizenship december 4, 2013
TRANSCRIPT
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UNDERSTANDING AMERICAN CITIZENSHIP
December 4, 2013
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Agenda – December 4, 2013 Welcome & Debrief “Media &
Citizenship” Lessons Kristina Shull on Immigration &
Citizenship Introduction to the C3 Framework Lunch Study Lessons: Scott Galloway &
Mike Anderson Resources for Black History Month
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Argument in the CCSS: Writing Standard 1 (9-10)
1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge
and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows
from and supports the argument presented.
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K-5
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
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Appendix A: Argument
Why does Argument play such a central role in the CCSS?
What are some difficulties students encounter with argumentative writing?What does it look like in 5th? 8th? 11th grade?
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How do you teach students to write strong thesis statements?
Thesis Development
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Using Sources to Revise a Thesis
Multiple sources introduce students to new points of view and different perspectives on a given topic
Students need practice using the evidence to refine (or change) their own personal opinions
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Case Study
Please move into one of the four corners of the room.
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Lesson Prompt
Did the policy of containment go too far or not far enough to stop the spread of communism during
the 1940s and 1950s?
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Overview
Read and highlight the introductory piece
Discuss with your group what you learned about this period…try to see it from the student’s point of view
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Grounding Source
Read the anchor source, National Security Council Paper 68
Using only the background information from the introduction, and the evidence from this source, choose where you would fall along the continuum, or create your own thesis
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First Source
Read the first source your group has been given
How does this source change your opinion? Do you belong in a different place on the continuum? Adjust accordingly or write your own thesis statement.
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Second Source
Pass your source to the next group, and review the new source.
How does this change your opinion? Do you belong in a different place on the continuum? Adjust accordingly or write your own thesis statement.
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Third Source
Once again, pass your source to the next group, and review the new source.
How does this change your opinion? Do you belong in a different place on the continuum? Adjust accordingly or write your own thesis statement.
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Year Four expectations
Each teacher will develop 3 lessons that: Align to the UAC lesson plan template Address reading or writing in the Common
Core Implement ideas, content, or sources from
the UAC program
To receive the stipend, please send all materials (lesson plan, sources, handouts, and student work) to Casey by our June meeting.
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2014 Dates
February 12 Erwin Chemerinsky
April 2 Field Study to Agua Caliente
June 4 Congresswoman Loretta Sanchez (TBD)