CREATING GLOBAL CITIZENS THROUGH CURRENT EVENTS AND CIVIL DISCOURSE ARTICLE OF THE WEEK 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 NNCSS & NCSS Presenter Core Advocate, Student Achievement Partners Master-Mentor Teacher Leader, Hannah Gaither 7-8 Social Studies, OBrien STEM Academy Northern Nevada Teaching American History Vanguard Northern Nevada Holocaust Participant Social, Emotional Learning Committee Model Classroom Teacher for Mentor Teacher Program, WCSD 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 (poster presentation) 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? Violations of Human Rights and the psychology behind them. 11/14/154:50-5:40#228 ARTICLE OF THE WEEK (AOW) *CREATING CIVIC-MINDED CITIZENS Mission: Developing civic-minded young citizens through the current events occurring in the world they live in. Literacy Skills: Reading, Writing, Speaking, Listening Engage with the text 2-3 times Annotate text Text specific questions Civil Discourse Accountable Talk ANNOTATING TEXT Evidence of analysis and comprehension of text Tracking how brain processes text Complete and thorough, no minimum or maximum Notes vs. Symbols vs. Highlights Be prepared to share C claim; MC mini claim; E evidence; R reasoning; Choose three strongest pieces of evidence/facts/details 1, 2, 3 Connections T-T text to text; T-S text to self; T-W text to world Authors point of view - POV CITIZENS ENGAGE IN CIVIL DISCOURSE Increases our understanding and strengthens our reasoning skills by discussing ideas with a diverse population and linking them to reliable sources of evidence Eye contact Listen without interrupting Build on each others ideas, relevant to topic Value contributions, challenging arguments, not the speaker Text based: connect, analyze, respectfully challenge, expand our thinking ARE NATIVE AMERICAN MASCOTS RACIST? Are Native American Mascots Racist? By Laura Anastasia, Junior Scholastic, September Read text silently 2. Re-read and annotate 3. Discuss 4. Answer questions ARTICLE OF THE WEEK PLANNING Current event articles curriculum content Scholastic, Time, National Geographic, and Smithsonian. Flipboard is a free app, which allows access to hundreds of publications and articles constantly being updated. A few being: Reuters, BBC World News, Al Jazeera, and The Guardian Monday read text Tuesday re-read article and annotate text Wednesday class discussion Thursday review questions, sentence starters Friday assignment due THANK YOU FOR ATTENDING TODAY! TEMOCA DIXON & HANNAH GAITHER WASHOE COUNTY SCHOOL DISTRICT, RENO, NEVADA