Understanding American Citizenship

1. Understanding American Citizenship December 4, 2013

2. 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

3. 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.

4. 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.

5. 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?

6. Thesis Development How do you teach students to write strong thesis statements?

7. 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

8. Case Study Please move into one of the four corners of the room.

9. 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?

10. 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

11. 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

12. 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.

13. 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.

14. 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.

16. 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.

17. 2014 Dates • February 12 Erwin Chemerinsky • April 2 Field Study to Agua Caliente • June 4 Congresswoman Loretta Sanchez (TBD)