SBCSS Teaching American History Program: Trends in American Foreign Policy

1. SBCSS Teaching American History Program: Trends in American Foreign Policy Year 4 2009-2010

2. Welcome • Year 4 of the SBCSS TAH American Foreign Policy Program • Areas of focus: • Content Review • Implementation of Content through Student Writing development • Technology Integration • Preparing to share with the larger field

3. Introductions • Bonnie Tillotson • SBCSS Visual and Performing Arts Coordinator • TAH Classroom Implementation Coordinator • Michelle Dymerski • CISEP Director, Pitzer College • TAH Consultant and now TAH Project Director! • Dr. John A. Moore • Lead Scholar, SBCSS Foreign Policy TAH Program • Professor Emeritus, Cal Poly Pomona

4. Dr. Moore’s Presentation • Focusing in on Student Writing, Part I

5. Break • 15 Minutes

6. Dr. Moore’s Presentation • Focusing in on Student Writing, Part II

7. Lunch • Catering by Panera

8. Writing Survey and Discussion • Michelle Dymerski

9. Break • 15 Minutes

10. Selecting Standards and Structures for Writing • Angela Dorough

11. Step 1: Select Standards • Using the H-SS Standards for Grade 11, choose two standards you will be teaching in the next month • Write down the number of the standard and some key words on a post-it note from your table box

12. Step 2: Select a Partner • Share what you wrote with your partner • Decide together: • Are there aspects of the standard related to trends in American Foreign Policy topics?

13. Step 3: Narrow the Focus • Attempt to focus in on one standard that is related to an American Foreign Policy topic • Weigh your options with your partner • Discuss and decide which standard you will both work on for this exercise, come to consensus!

14. Listing your choice • Choose one scribe for your partnership and have them list the standard on a post-it note

15. Content-related Options • 11.4.1- Students trace the rise of the United States to its role as a world power in the twentieth century. • Sample writing structures

16. Summary Paragraph • Explain how the U.S. became a world power early in the twentieth century

17. Comparison/Contrast Writing • Compare the development of the U.S. as a world power with the decline of Great Britain as a world power during the twentieth century.

18. Role Playing • You are a young adult living during the period from 1890-1900. Describe the information you are hearing about the United States expanding its lands in the Pacific. Do you feel fear or hope? Explain through your examples and storytelling.

19. Interview • In pairs research a famous figure from the period 1890-1900. One student writes the questions they would ask in an interview and the other student writes the answers that the person would most likely give based on the research gathered.

20. News Writing • Write a newspaper article with the following headline: Our Interests in Hawaii • After, students compare with actual news piece with that title • http://cbsr.tabbec.com/examine/print? article_id=13245791

21. Writing Standards • Look over the writing standards handout. • Discuss with your partner: • In what ways does Social Science content instruction support the mastery of the writing standards?

22. Writing Standards • Find a partnership to join and increase the size of your group. • Share your observations concerning the question regarding writing standards: • In what ways does Social Science content instruction support the mastery of the writing standards?

23. Connecting • Go back to the consensus standard • Using the writing standards as a springboard design a writing task based on the H-SS standard that has been selected • Consider how the writing task supports the development of critical thinking skills

24. Sharing • Be prepared to describe what you have co-designed • Consider how well the task helps to communicate the core foundations of knowledge inherent in the H-SS content standards while at the same time supporting the Writing Standards through your curriculum

25. Final Thoughts • Students will resist writing in History classes, after all, this isn’t English! • Vary the structures assigned • Consider the skills required for mastery of the Writing Standards as a point of reference

26. Final Thoughts • Students will resist writing in History classes, after all, this isn’t English! • Vary the structures assigned • Consider the skills required for mastery of the Writing Standards as a point of reference

27. Closure • Participant Review and Reflection

28. Evaluation • Please fill out an evaluation form for today’s session. We appreciate your honest feedback. • See you tomorrow with your laptops!