FOOTPRINTS OF FREEDOMHigh SchoolUCI History Project Spring 2013

Agenda February 6

Common Core resourcesCommon Core model lessonLesson Study planning time

Common Core Resources for High School

Stanford History Education Group Library of Congress Teaching with

Primary Sources program journal on Common Core

Humanities Out There curriculum History Blueprint California History Social Science Project

Common Core training

Smarter Balanced Performance Tasks What skills do students need to be

successful on this assessment? How can history instruction support this

skill development? How do these tasks align to the

Historical Analysis Skills?

Korean War

How do you teach about the Korean War to your students? What are the big ideas/ guiding questions? How does Lesh approach the subject? What historical

thinking skills is he trying to support through his lesson? What about his lesson would be useful in your classroom?

11.9 Students analyze U.S. foreign policy since World War II.

3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:

The Korean War

Using Discussion to Enhance Historical Thinking and Writing

Students read, summarize, analyze, and evaluate multiple texts.

Students learn about corroborating sources and how to identify sources that are more relevant for answering the question than others.

Students collaborate to share information about their texts and learn about other texts to answer a discussion question.

Students evaluate multiple sources to answer the discussion question.

Setting a purpose for reading, speaking, and writing?

What caused the Korean War?

What was the most significant cause of the Korean war?

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 audience’s 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 audience’s 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).

Angel Island

“A People without a Country”

What are the big ideas presented in this chapter?

How would you implement this chapter into your curriculum?

How could you use this chapter in a backwards-planning model to make the study of the Korean War more relevant?

Korea Society travel to Korea! Spring 2013 Fello

wship

Lesson Study Share Out

Lesson topics and date Student learning objectives Teacher question Common Core connection

Lesson Study Planning

Collaborate with your colleagues to create a lesson for your spring lesson study.

Be ready to share out where you are this afternoon at 2:00