sbcss teaching american history program: trends in american foreign policy year 4 2009-2010

SBCSS Teaching American History

Program:

Trends in American Foreign Policy

Year 4 2009-2010

WelcomeWelcome 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

IntroductionsIntroductions 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

Dr. Moore’s Dr. Moore’s PresentationPresentation

Focusing in on Student Writing, Part I

BreakBreak 15 Minutes

Dr. Moore’s Dr. Moore’s PresentationPresentation

Focusing in on Student Writing, Part II

LunchLunch Catering by Panera

Writing Survey and Writing Survey and DiscussionDiscussion

Michelle Dymerski

BreakBreak 15 Minutes

Selecting Standards Selecting Standards and Structures for and Structures for

WritingWriting Angela Dorough

Step 1: Select Step 1: Select StandardsStandards

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

Step 2: Select a Step 2: Select a PartnerPartner

Share what you wrote with your partner Decide together:

Are there aspects of the standard related to trends in American Foreign Policy topics?

Step 3: Narrow the Step 3: Narrow the FocusFocus

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!

Listing your choiceListing your choice Choose one scribe for your partnership and

have them list the standard on a post-it note

Content-related Content-related OptionsOptions

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

Summary ParagraphSummary Paragraph Explain how the U.S. became a world power

early in the twentieth century

Comparison/Contrast Comparison/Contrast WritingWriting

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.

Role PlayingRole 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.

InterviewInterview 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.

News WritingNews 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

Writing StandardsWriting 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?

Writing StandardsWriting 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?

ConnectingConnecting

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

SharingSharing

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

Final ThoughtsFinal 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

Final ThoughtsFinal 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

ClosureClosure Participant Review and Reflection

EvaluationEvaluation Please fill out an evaluation form for today’s

session. We appreciate your honest feedback.

See you tomorrow with your laptops!