UNDERSTANDING AMERICAN CITIZENSHIPDecember 4, 2013

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

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.

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.

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?

How do you teach students to write strong thesis statements?

Thesis Development

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

Case Study

Please move into one of the four corners of the room.

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?

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

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

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.

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.

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.

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.

2014 Dates February 12 Erwin Chemerinsky

April 2 Field Study to Agua Caliente

June 4 Congresswoman Loretta Sanchez (TBD)