Elementary_Slavery Lesson Powerpoint

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					FOOTPRINTS OF FREEDOM
Elementary
UCI History Project   Fall 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What historical content topics have you explicitly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
Maps
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,         Write informative/explanatory texts to
supporting a point of view with reasons and      examine a topic and convey ideas and
information.                                     information clearly.
a. Introduce a topic or text clearly, state an   a. Introduce a topic clearly, provide a
opinion, and create an organizational            general observation and focus, and group
structure in which ideas are logically           related information logically; include
grouped to support the writer’s purpose.         formatting (e.g., headings), illustrations,
b. Provide logically ordered reasons that        and multimedia when useful to aiding
are supported by facts and details.              comprehension.
c. Link opinion and reasons using words,         b. Develop the topic with facts, definitions,
phrases, and clauses (e.g., consequently,        concrete details, quotations, or other
specifically).                                   information and examples related to the
d. Provide a concluding statement or section     topic.
related to the opinion presented.                c. Link ideas within and across categories
                                                 of
                                                 information using words, phrases, and
                                                 clauses (e.g., in contrast, especially).
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…

3.    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? )
4.    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?
http://www.inmotionaame.org/migrations/topic.cfm
 ?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

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


                                       3. DO RESEARCH LESSON
                                         Conduct research lesson
                                               Collect data
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

				
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