tahp october 15 – 16, 2010 obenchain & pennington1

TAHPTAHPOctober 15 – 16, 2010

Obenchain & Pennington1

Welcome & Introductions Angela and Sue

Introduction & overview Survey

Scott will be by later today to say ‘hi’!

Obenchain & Pennington

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Who are we and what are we going to do? The big picture – how does this all fit

together Shulman

Content knowledge Pedagogical content knowledge Curricular knowledge

Where do we start - today and tomorrow Ditto


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Who are you and what do you do and why? Name, grade, and how long teaching How is your teaching assessed? Shulman

How do you teach literacy? What materials are most helpful in your

teaching of literacy? How do you teach history and social studies? What materials are most helpful in your

teaching of history and social studies? Why are you here?


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Concept Development: Social Contract Groups of no more than 4 Read the article your group has been

given. Each person should know: The main points of the article; How the article uses the term ‘social

contract’; How you would define ‘social contract’

Number off by four in your group


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The articles http://economix.blogs.nytimes.com/

2010/02/22/a-new-social-contract-but-which-one/

http://www.nytimes.com/2008/03/31/opinion/31mon4.html

http://www.guardian.co.uk/law/afua-hirsch-law-blog/2010/jul/11/legal-aid-cuts-writ-large

http://www.asiasentinel.com/index.php?Itemid=159&id=1295&option=com_content&task=view


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JIGSAW Regroup (1’s together, 2’s together, etc.) Share your article and your thinking about what

a social contract is with this group. As a group, synthesize what you have learned

and: List criteria that you believe are essential to the

concept of a social contract. Each of you should write this down.

Each of you should also write any question(s) your group, or you individually has about what a social contract is and isn’t.

Whole class discussion: What is a social contract?


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Exploring the Concept: These Guys Thought a lot about a Social Contract

1. Thomas Hobbes2. Jean Jacques Rousseau3. John Locke4. John Rawls


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Hi, my name is… Prepare for the fishbowl by learning more about your

assigned philosopher. Consider: How he defined the social contract; What he believed were the essential elements of a social

contract (i.e., all social contracts have/are…) How when and where he lived and the social, political,

economic context in which he lived may have influenced his understanding of a social contract.

Before the fishbowl, each person needs to write three things on their philosopher’s graffiti board:1. One important thing about this philosopher’s life and/or

times;2. One important characteristic from one of his key texts (e.g.,

Hobbes’s Leviathan, Locke’s Second Treatise)3. One important quote from one of your philosopher’s

important texts (primary source document)


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LUNCH BREAK12:00-12:45Please sit with in your philosopher groups.


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Fishbowl! Everyone will take a turn in the ‘hot seats’ Start with one person in the hot seat; The other group members will sit behind the hot

seat; As questions are posed to the group, only the

four people in the hot seats are allowed to speak; Questions may be posed by the facilitators or by

the individuals in the hot seats; If you are not in the hot seat and want to make a

point, tap the shoulder of the person in the hot seat and change positions.


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Reflection Individually return to any of the

philosopher’s graffiti boards and add one or more of the following:

1. One important thing about this philosopher’s life and/or times;

2. One important characteristic from one of his key texts (e.g., Hobbes’s Leviathan, Locke’s Second Treatise)

3. One important quote from one of a philosopher’s important texts (primary source document)


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Revisions? Go back to your original groups (where you read

the first article) Share your prior group’s definitions, essential

elements, and questions about what a social contract is.

Address the questions your group members have.

Create a new group definition. Create a list of essential elements of a social

contract (a social contract has/is…) Pose any additional or continuing questions your

group has about what a social contract is and isn’t.


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How do others define a social contract?


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Definitions This is the belief that the state only exists to serve

the will of the people, and they are the source of all political power enjoyed by the state. They can choose to give or withhold this power. http://americanhistory.about.com/od/usconstitution/g/social_contract.htm

An agreement among the members of an organized society or between the governed and the government defining and limiting the rights and duties of each. http://www.thefreedictionary.com/social+contract

An implicit agreement among people that results in the organization of society; individual surrenders liberty in return for protection. http://www.lexic.us/definition-of/social_contract


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Exploring examples and non-examples


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Does this t-shirt ‘get it’?


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Is this an example of a social contract?


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LESSON DEBRIEF


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Standards Addressed

Social Studies Social Studies Skills:

Identify and discuss primary and secondary sources.

H2.5.2 Describe issues of compromise and conflict within the United States.

H3.5.3 Describe ways individuals display social responsibility.

C13.5.1 Explain that the Declaration of Independence, the U.S. Constitution, and the Bill of Rights, are written documents that are the foundation of the United States government.

LiteracyStudents conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. (NCTE)

Fifth grade students determine the meaning of unfamiliar words in text using structural analysis. Students expand their vocabulary and knowledge of words through context, word study, and multi-media resources. They read and comprehend grade-appropriate text with fluency and expand their use of reading strategies and skills across content areas. They use the writing process to compose a variety of multi-paragraph texts with an awareness of audience and purpose. Students revise drafts and then edit for mechanics, word usage, and sentence structure. They formulate questions, research a topic, and write multi-paragraph text to inform or persuade. Students also write summaries. Students may publish their work. They participate in and sometimes lead group discussions. Students expand active listening skills and demonstrate public speaking techniques. (Nevada ELA)


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Learning ObjectivesStudents will: Define the concept of social contract Distinguish between examples and non-

examples of a social contract Identify historical and current examples

of a social contract in US history


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Critical Reflective PracticeUsing Shulman’s components of essential teacher knowledge to unpack the lesson


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Lesson Debrief: Content Knowledge Social contract


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Lesson Debrief: Pedagogical Content Knowledge (PCK)

Document analysis (historical thinking) Literal comprehension Concept development understanding

(Taba, 1967) List, group, label

Concept attainment Examine examples and non-examples


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Lesson Debrief: Curricular Knowledge Integration Resources Lesson sequencing


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Describe what happened in the lesson segment. Do not include what you meant, what you

think students understood, etc. This is just a literal retelling.

What content (HSL) was included? What pedagogical content knowledge was

included?

Literal Level (10 min x 2)

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Obenchain and Pennington

What in this lesson segment included the objectives related to HSL? What history objectives were addressed? What social studies skills objectives were

addressed? What literacy objectives were addressed?

What in this lesson segment addressed a concept development approach (pedagogical content knowledge (PCK))?

Interpretive Level (10 min x 2)

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If all of the elements of HSL were there, how well was it done?

If all of the elements of HSL were not present, how will you modify the lesson so that in the future it contains all of the components of HSL?

How well was concept development addressed?

What should be done differently in the future to advance conceptual understanding?

Evaluative Level (10 min. x 2)

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Resources Fishbowl

http://www.facinghistory.org/resources/strategies/fishbowl


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tahp october 15 – 16, 2010 obenchain & pennington1

Documents

social contract groups

social contract hasis

term social contract

social contract number

group obenchain pennington

social studies

obenchain pennington1

iew obenchain pennington