FOOTPRINTS OF FREEDOM Elementary UCI History ProjectFall 2012

Agenda September 20 Model lesson for reading and writing  Slavery in the colonial period Developing a teacher question aligned to the Common Core Lesson Study planning time

How do you teach about slavery in the colonial era?  5.4 Students understand the political, religious, social, and economic institutions that evolved in the colonial era.  Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.

Change over time Reading and Writing  How do you teach about change over time?  What historical content topics have you explicitly covered with the concept of change over time this year?

Setting the purpose  Setting a purpose for reading and writing allows students to focus on the task at hand.  Teachers can use the purpose to guide instruction and selection of primary sources  Often historical texts are written in challenging language with a purpose teachers can excerpt to support students

Labor in America  Setting the stage—provide some context for the reading  Setting a purpose for reading  Today we will look at work, or labor, in colonial America and consider how African Americans and work changed over time. Our focus question for this reading is to consider:  What work were indentured servants expected to do?  What benefits did they receive from indenture?  Were white, Native American, and black women treated differently?

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

Slavery emerges in America  Interactive timeline Interactive timeline  Maps Maps  Slave trade in the Americas Slave trade in the Americas  Discovery Education, “Slaves in America”  What are the big ideas you share with your students?  What are big moments or trends?

Describing slavery  Argumentative question for slavery What was the most important change for African Americans in the colonial period?  Explanatory question for exploration How did African Americans lives change over time during the colonial era?  What categories do you provide students with (time period, location, type of labor)?

Common Core for Writing in History 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. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain- specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

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

In small groups, examine a source  What do these tell us about slavery in the colonial period?  Develop a mini-thesis

Timeline  Move sources in chronological order  Consider what each image says about slavery in the Americas How did African Americans lives change over time during the colonial era?

Explanatory writing 1. Topic Sentence describing slavery in colonial America 2. Include concrete examples of slavery from 3 sources 1. Source __ describes slavery in America as… This is important because… 2. Source __ describes slavery in America as… This is important because… 3. Source __ describes slavery in America as… This is important because… 1. Describe how African Americans lives changed over time in colonial America (How did their status as free or unfree change? How did the type of work they did as slaves change over time or location? ) 2. In conclusion, as a result of legislation and labor expectations African Americans in colonial America became increasingly unfree.

Extension Activity  Where in Africa did slaves come from?  ?migration=1&topic=7&tab=image ?migration=1&topic=7&tab=image

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 2. PLAN Select or revise research lesson Do task Anticipate student responses Plan data collection and lesson 3. DO RESEARCH LESSON Conduct research lesson Collect data 4. REFLECT Share data What was learned about student learning, lesson design, this content? What are implications for future teaching, for the field?

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 11:30