Understanding American Citizenship

1. Understanding American Citizenship A partnership between Orange County Department of Education and University of California, Irvine History Project

2. Agenda • Compare and contrast writing and the Common Core • Independent work time

3. When do you explicitly teach students about comparing and contrasting? What strategies, activities, and/or topics do you currently implement to teach this concept?

4. Writing Standards for the Common Core • Anchor Standards for Writing • TEXT TYPE AND PURPOSES • PRODUCTION AND DISTRIBITION OF WRITING • RESEARCH TO BUILD AND PRESENT KNOWLEDGE • RANGE OF WRITING

5. Text Types for History 1. Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses 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. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient 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 ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

6. Common Core Writing: Text Types Read Appendix A: Text Types • What are the components of argumentative and informational/explanatory writing? • How they similar and different? • What types of skills are students required to have to be successful at Common Core writing?

7. Informative/Explanatory Writing • Explains why or how things occurred • Provides an account of the process (summarizing, cause and effect, compare and contrast) • Conveys information based on primary and secondary source evidence • Describes and clarifies the relationship between ideas Explanations…start with the assumption of truthfulness and answer questions about why or how.

8. Argumentative Writing • Presents a claim • Employs evidence from a variety of sources to support the claim • Author addresses both the claim and counterclaim to develop his/her argument • For CCSS, uses logical reasons (no longer emphasis on persuasion using emotional appeals) • Although we may be reading texts that use this type of rhetoric!

9. How can we support ELs to be successful writers? Read p. 5-6 of the Bunch, Kibler, Pimental, article Does this article offer ideas for your own classroom implementation?

10. Organizational structures for history writing • Summary/ description • Cause and effect • Compare and contrast • Change over time • Document-based writing • Research reports

11. Question frames for history (WB 14-17) • Explaining a Historical Event-Argumentative & Informative/Explanatory • Cause & Effect-Argumentative & Informative/Explanatory • Comparative-Argumentative & Informative/Explanatory • Change Over Time-Argumentative & Informative/Explanatory

12. Comparison as a methodology for research (54) “Differences alone cannot create comparability. Without standards for comparison, effective generalization is limited.” ~ R. Bin Wong • Subjects for comparison must be relevant for the field under study • In triads, each person should review one of the 3 sections (individuals, places, and time periods) and consider the “rules” for comparison for each category • Share out

13. Practicing comparisons Given what we know about comparisons of individuals, who might we compare Nixon to and what categories would you use? In small groups, develop an outline for comparison and contrast of Richard Nixon and another person and three categories of analysis.

14. Sometimes we can let the standards guide us: • 11.11 Students analyze the major social problems and domestic policy issues in contemporary American society. • Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

15. Independent lesson development • 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 and/or upload to Dropboxby our June meeting

16. Closing Thank you for sharing the week with us! We will see you October 16 here at ACCESS.