FOOTPRINTS OF FREEDOM
High School
UCI History Project
Fall 2012
Agenda September 6
 Model lesson for reading and writing

American Imperialism in the Pacific
 Developing a teacher question aligned to the
Common Core
 Lesson Study planning time
Cause and Effect Reading and Writing


How do you teach about cause and effect with your
students?
What historical content topics have you explicitly
covered with the concept of cause and effect this
year?
Introductory exercise



Asking students to describe cause and effect
exercise
Causes, effects, long-term effects
Significance: Why was this event important to
describe? How did this event create change?
Context: Setting the stage


How do you define “context” for your students?
What types of activities do you engage in to provide
context?
6 C’s: What was going on in the world, the country, the
region, or the locality when this was created?
 Lesh: What was going on during the time period? What
background information do you have that helps explain
the information from the source?
 Stanford History Education Group: Imagining the setting

Context: Imperialism in the Pacific
Purpose for exploration:
Causes of American Expansion in the Pacific during
the late 19th and early 20th centuries.
 Movie clip from United Streaming:
America in the 20th Century: America Becomes a
World Power, “Expansion”

America in the 20th Century: America Becomes a
World Power, “Expansion”
American Expansion in the Pacific

What are the big ideas you share with your
students?
American Expansion in the Pacific:
Questions for Exploration
Argumentative question for exploration
What was the most significant cause of American
expansion in the Pacific?
 Explanatory question for exploration
What were the causes of American expansion in
the Pacific?
 Do you provide students with categories (military,
markets, and cultural superiority)?

Common Core for Writing in History
Write arguments focused on disciplinespecific content.
Write informative/explanatory texts,
including the narration of historical events.
a. Introduce precise, knowledgeable claim(s),
a. Introduce a topic and organize complex
establish the significance of the claim(s),
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.
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 disciplineappropriate form that anticipates the
audience’s knowledge level, concerns, values,
and possible biases.
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
Common Core for Reading in History



Use multiple sources: primary and secondary
Analyze the arguments and claims in each source
Read multiple sources to corroborate claims
Text and Subtext


Read “Second Inaugural Address” William
McKinley, March 4, 1901
Lesh: Read for Text and Subtext (page 21)
 Text:
What is visible/readable? What information is
provided by the source?
 Subtext: What is between the lines?
 Who
created the source? What do we know about that
person?
 For whom was the source created?
 Why was this source produced when it was?
McKinley Source


What were the causes of American expansion in
the Pacific, according to McKinley?
Use close reading strategies
 Pronouns
 Adjectives
 Tone
 Verbs
 Structure/type
of text
 Audience/purpose
 Context
In small groups, examine sources
What do these tell us about American Expansion in
the Pacific? Text and subtext
 Use the close reading chart:
How does these allow us to answer our question:
What were the causes of American expansion in
the Pacific?
Develop a thesis

FILLING THE BOWLS
What were the causes of American expansion in the Pacific?
MILITARY FACTORS
ECONOMIC FACTORS
CULTURAL FACTORS
Gallery walk





Take notes at each station
Identify sources that align to your thesis
Explain how these sources corroborate one another
Consider what other sources you might need to
develop your essay
Revise your thesis
THESIS STATEMENT:
MILITARY
ECONOMIC
Topic Sentence:
Topic Sentence:
Primary source:
Primary source:
Secondary Source:
Secondary Source:
Analysis:
Analysis:
CULTURAL
Topic Sentence:
Primary source:
Secondary Source:
Analysis:
Transitions
as a result of
because
consequently
effects of
first
for this reason
hence
if...then
is caused by
led to
since
so that
therefore
thus
when...then
Cause and Effect Writing


What other scaffolds might you include to support
this type of writing with your students?
What part of this lesson can you implement with
your students to support Common Core reading and
writing?
Break
Lesson Study: The Big Picture
Lesson Study:
 Focuses on steady, long term, instructional improvement
 Maintains a constant focus on student learning
 Focuses on the improvement of teaching in context
 Is collaborative
From Stigler and Hiebert, “The Teaching Gap”
Knowledge Development and Use through
Lesson Study
1. STUDY
Consider long term goals for
student learning and
development
Study curriculum and standards
4. REFLECT
2. PLAN
Share data
Select or revise research lesson
What was learned about student
learning, lesson design, this
content?
Do task
Anticipate student responses
Plan data collection and lesson
What are implications for future
teaching, for the field?
3. DO RESEARCH LESSON
Conduct research lesson
Collect data
What Makes a Good Teacher Question?
What Questions are Worth Investigating?
The Big Picture:
Is there a gap between where students are – in terms of
historical knowledge, academic skills, and personal qualities and where you want them to be when they leave your class?

"How do you move students from where they are to where
you want them to be?

"How can this lesson help accomplish that goal?”
What Makes a Good Teacher Question?
What Questions are Worth Investigating?
Some criteria for a good teacher question include:
1) It leads to an investigation of an instructional question you don't know
the answer to
2) It leads to an examination of whether some instructional assumptions
and practices are effective, or how they might be made more effective.
3) It has both theoretical and practical implications.
4) It leads to an investigation of an instructional issue, idea, or strategy
you've struggled with. Its answer is important to you and your students.
5) It has the potential to identify and generate enough evidence to
develop an answer.
Teacher Question Focus:
Suggested Questions






Can/do primary sources help students learn change over
time?
Does analyzing primary sources help students understand
the importance of context related events/people/eras?
Does citation allow students to understand point of view?
Does close reading of texts (texts/subtexts) allow students to
understand point of view?
What scaffolds can we use to get students to read the text?
What scaffolds best support students to develop
argumentative or explanatory writing? E.g. historical
context, 6 C’s, primary source analysis tool, outlines, thesis
lessons, graphic organizers.
Connecting Data Sources and the Research
Questions – An Example
Student Question:
What were the causes of American expansion in the
Pacific?
Teacher Question:
Does a focus on close reading of primary sources
(using the concepts of text and subtext) allow
students to identify and explain multiple causes and
points of view?
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 fall lesson study.
Be ready to share out where you are this afternoon
at 2:30