STUDENT CITIZENS CONCEPTUALIZE REVOLUTION WITH CONCEPT CLAIM CARDS

WHO WE ARE

PRESENTER BIOGRAPHIES Temoca Dixon  7-8 Social Studies Clayton Pre-AP Academy  Literacy Studies, M.Ed.  NBCT  Northern Nevada Teaching American History Vanguard  Master-Mentor teacher WCSD Sarah Brown  teaching for 12 years, Spanish Springs H.S.  Secondary Social Studies Education, M.Ed.  NBCT  Northern Nevada Teaching American History Vanguard  NNCSS

WASHOE COUNTY SCHOOL DISTRICT SOCIAL STUDIES  Early implementer of CCSS  American Radio Works Documentary  Fordham Foundation Report  35 Core Advocates for Student Achievement Partners  Center for American Progress Report  20 close read lessons available on  Nevada Ready Campaign  Grassroots effort to begin with teachers and develop own resources (not a top- down approach)  Focus on close reading, argumentative writing, document based questions, research- based discussion methods

SessionDateTimeRoom “But the Textbook Said”: Bringing Multiple Perspectives to Elementary Classrooms 11/13/15 10:05-10:55Room 213 Celebrating Human Rights through Meaningful Discussion in an Accelerated Classroom 11/13/15 11:10-12:00#219 New Perspectives on the Faces of the Holocaust 11/13/15 2:15-3:05Exhibit H B Heightening Visual Literacy: Using Art as Text in U.S. History 11/13/15 5:30-6:20R03 Creating Global Citizens through Current Events and Civil Discourse 11/14/15 9:05-9:55 #226 Student Citizens Conceptualize Revolution with Concept Claim Cards 11/14/15 10:10-11:00 #228 Wish your Students had Inquiring Minds: Try Question Quads! 11/14/15 2:40-3:30Room R01 What makes people bad?11/14/154:50-5:40#228

CONCEPTS – THE BIG PICTURE  Mental abstractions rather than concrete or of physical world  A product of the analysis and synthesis of facts and experiences  Consistently subject to expansion of meaning and delineation of detail, as different settings, relationships and contexts complicate meaning – not black and white  Students construct concepts using examples. This process of concept formation is ongoing, stimulated by active, meaningful involvement, and is developmental in nature.

WHY CLAIM CARDS? 1. provide a formative practice that allows students to make an argument (claim with evidence and reasoning) about a concept using an example/non-example 2. allow students to explore their growing and shifting understanding of complex concepts using more concrete examples 3. provide teachers an opportunity to listen to student ideas about an often confusing or nuanced concept so they can better understand student misconceptions and help clarify and deepen understanding 4. allow students to practice argumentation in a low-risk environment that supports discussion, analysis, and synthesis of many ideas and perspectives; 5. promote the necessary skills in the Speaking & Listening standards.

CONCEPT CLAIM CARDS ACTIVITY - REVOLUTION  Revolution is defined so that multiple examples: settings, relationships, and contexts can be argued to fit the definition.  Whole class discussion identifying the critical characteristics of revolution.  Provide class with the concept graphic organizer with revolution definition and envelope with examples and non-examples of the concept.

CONCEPT CLAIM CARDS ACTIVITY – REVOLUTION CONTINUED…  Arrange yourselves in groups of six with three partner pairs. (1 minute)  Spread out your envelope of claim card examples. (30 seconds)  Each person choose one. (30 seconds)  Read the short description of the event. (2-3 minutes)  Individually, silently brainstorm about the topic and write notes in your graphic organizer. (3-4 minutes)  Pairs will then talk with one another about their examples and help one another come up with a claim (revolution or not; what type of revolution) based on linking the evidence (what we know about the topic) to the characteristics listed in the definition. (6-7 minutes)

SPEAKING AND LISTENING STEPS  One student shares by :  Explaining the examples they were provided  Discussing their claim, does it or does it not fit the concept  Supporting claim with their reasoning (usually based on the evidence they have learned in class compared with the critical characteristics of the concept) Note: Students will not comment on the sharing student’s claim or reasoning at this point. They will take notes on their graphic organizer.  The other group members will follow suit in clockwise order, sharing their examples with reasoning while the other groups members take notes on their graphic organizer.  When all group members are done, they discuss each example and reasoning together. Students should probe one another’s thinking, ask questions for clarification, respectfully disagree using supporting evidence and reasoning, and come to a consensus when possible.

IDEAS FOR IMPLEMENTATION  When and how might this type of concept claim card exercise work with students?  Would you provide phrases rather than vignettes for the examples?  How might you modify the strategy?  Smaller groups?  Less examples?

PRESENTER CONTACT INFORMATION Thank you so much for spending a part of your NCSS 2015 conference with us! Who dat??  Temoca Dixon   Sarah Brown 