COL L OQUIA: ARGUME NT AT ION II HOW DO WE E F F E CT IVE - - PowerPoint PPT Presentation
Dixie J. Grupe So c ial Studie s Dire c to r Offic e o f Co lle g e and Care e r Re adine ss Misso uri De partme nt o f E le me ntary and Se c o ndary E duc atio n COL L OQUIA: ARGUME NT AT ION II HOW DO WE E F F E CT IVE L Y
HOW DO WE E F F E CT IVE L Y USE E VIDE NCE T O CRE AT E ME ANINGF UL ARGUME NT S?
Marc h 20, 2019
Dixie J. Grupe So c ial Studie s Dire c to r Offic e o f Co lle g e and Care e r Re adine ss Misso uri De partme nt o f E le me ntary and Se c o ndary E duc atio n
2
3
1.
How did it fe e l to be in a c e nte r c ir c le ?
2.
How did it fe e l to be on the outside of a c ir c le ?
3.
How did you fe e l about those with you in the c e nte r ?
4.
How did you fe e l about those outside the c ir c le whe r e you we r e ?
5.
Who did not make a tr ip into the c ir c le ? How did that fe e l?
T
3/ 20/ 2019
I.
We lc ome a nd intr
II.
Soc ia l Studie s a nd “Ac c e ss, Oppo r tunity and E quity”
III.
Wha t’s g oing on with E le me nta r y Soc ia l Studie s?
IV.
E duc a tor Pr
hinking Skills
V.
Anc hor E xpe r ie nc e : An E le me nta r y Myste r y
VI.
Mode l L e sson
VII.
L unc h
VIII.
DE SE Upda te s
IX.
F e a tur e d Soc ia l Sc ie ntist: Dr . Sa ndy Da vidson, Ph.D., J.D., Cur a tor s’ T e a c hing Pr
a t the Unive r sity of Missour i Sc hool of Jour na lism a nd Adjunc t Pr
a t the Unive r sity of Missour i Sc hool of L a w
Supr e me Blunde r s
I.
Ne xt Ye a r … .
CCSSO's So c ia l Studie s Co lla b o ra tive ha s b e e n
e xplo ring wa ys to a ddre ss the ma rg ina liza tio n
Me mb e rs ho ld that de dic ate d time for
soc ial studie s is a r e quisite for
c oming c ur r ic ular ine quitie s that impac t stude nt ac hie ve me nt and abilitie s to e ngage e ffe c tive ly in c ivic life .
I
n June o f 2018, lite r
ac y r e se ar c he r Ne ll K. Duke
(Unive rsity o f Mic hig a n) pre se nte d to the So c ia l Studie s Co lla b o ra tive . Pro fe sso r Duke sha re d re se a rc h o n ho w so c ia l studie s suppo rts lite ra c y de ve lo pme nt, a nd ur
ge d the soc ial studie s and lite r ac y c ommunitie s to be c ome allie s in the c ause s of soc ial studie s and lite r ac y ac hie ve me nt.
I n this vide o , invite d b y the CCSSO So c ia l Studie s Co lla b o ra tive , Pro fe sso r Duke ma ke s he r c a se fo r g re a te r time fo r so c ia l studie s a nd sc ie nc e .
https:/ / youtu.be / L AWO2lvAnjI
r ic ulum - - total of a c hild’s e xpe r
ie nc e in sc hool, “po r
e latio nships---inc lude s impo r tant c o nte nt and be havio r s
Be gins with e ve r
yday life …what do stude nts alr e ady kno w and do ?
F
Highlights “human age nc y—what e nable s pe o ple to take ac tio ns, what r
e str ic ts pe o ple fr
Inte gr
ate s c o nte nt within So c ial Studie s disc ipline s and be twe e n o the r c o nte nt ar e as
Re quir
e s: sustaine d time , building o n stude nt inte r
e sts, administr ative suppo r t, te ac he r auto no my
Dr . Ke ith Ba r ton Pr
r ic ulum Studie s India na Unive r sity
IDE AS ABOUT SOME CONCE PT , IDE AL , GOAL , AND INT E RE ST OF VAL UE T O OUR ST UDE NT S— NOT L IST ING OF F ACT S
It is what we know about our
live s and our wor ld, but also how we know it.
It is unde r
standing patte r ns and pr
ac r
time and plac e and applying that unde r standing to ne w or nove l c ir c umstanc e s.
It is c ommunic ating that knowle dge ac c ur
ate ly, and c r e ating me aning fr
ML S E XPE CT AT IONS F OR K- 12 SOCIAL ST UDIE S HAVE ONL Y A VE RY F E W “RE ME MBE R “L E VE L ST
QUIRE ST UDE NT S T O MOVE T OWARD ARGUME NT AT ION.
“Re c ite the Ple dg e o f
Alle g ia nc e ” (K inde rg a rte n)
“Na me a nd lo c a te ma jo r
c itie s, rive rs, re g io ns a nd b o rde r sta te s o f Misso uri”(Gra de 3 )
“L
wo rld” (6-8 Ge o g ra phy)
? ? ? 9-12 Go ve rnme nt
“De sc rib e ho w yo u a nd yo ur fa mily re me mb e r a nd
c o mme mo ra te yo ur c ultura l he rita g e .” (K inde rg a rte n)
“E
xpla in ho w g e o g ra phy a ffe c te d impo rta nt e ve nts in Misso uri histo ry.” (Gra de 3)
“Ana lyze ho w the physic a l a nd huma n
c ha ra c te ristic s o f c urre nt wo rld re g io ns a re c o nne c te d to c ha ng ing ide ntity a nd c ulture .” (6-8 Ge o g ra phy)
“E
va lua te the e xte nt to whic h de c isio ns ma de in the Co nstitutio na l Co nve ntio n we re influe nc e d b y pre vio us mo de ls o f g o ve rnme nt a nd e xpe rie nc e s unde r British Rule .” (9-12 Go ve rnme nt)
In planning for great thinking in Social Studies, there are SIX essential elements, Meaningful content tied to MLS Reading Writing Speaking Listening
Asse ssme nt r
e sour c e s de ve lope d by Missour i e duc ator s
F
ully aligne d with ML S E xpe c tations for Soc ial Studie s gr ade s 3- 8
Roote d in r
e ading and wr iting with c omple x soc ial studie s te xts
Built on c r
itic al thinking skills use d in soc ial studie s thinking
Manage d and use d loc ally (te ac he r
, building, distr ic t)
Be nc hmar
k tool: me aningful, time ly infor mation for te ac he r s about stude nt pe r for manc e
De signe d to sc affold and suppor
t me aning te ac hing and le ar ning in Missour i Soc ial Studie s
Par
alle l in foc us and tasks with high sc hool E OCs
Available whe n? NOT
a ye ar
ade - le ve l asse ssme nt
NOT
use d to c olle c t state data
NOT
manage d or sc he dule d by DE SE
Prototype ve rsion:
d(s) asse sse d
page : Asse ssme nt ove r vie w T e ac he r note s Br ie f c onte nt c onte xt
Multiple Choic e Multi- se le c t T e c hnology e nhanc e d Constr uc te d Re sponse
NOT RE CAL L OR RE ME MBE R
Proc e ss a nd T ime ta ble :
De sign, Blue pr
ints: F all 2018
Initial Ite m wr
iting: F e br uar y 5- 8, 2019
Conte nt and Bias: June 17- 20, 2019 Pilot: F
all 2019?
Round II Ite m Wr
iting and C&B: F all 2019?
Available … ..Spr
ing Se me ste r 2020?
Inte r
e ste d?
In planning for great thinking in Social Studies, there are SIX essential elements, Meaningful content tied to MLS Reading Writing Speaking Listening
E L E ME NT ARY AND BE GI NNI NG MI DDL E SCHOOL SOCI AL SCI E NCE T HI NK I NG SK I L L S
QUE ST ION ST E MS/ QUE ST ION T YPE S
DE VE L OPE D BY E MI L Y WE GNE R, BRI AN SCHUL T Z, AND K YL E ANDE RSON
AND T HE N ADDE D T O BY OT HE R MISSOURI E DUCAT ORS….
Argumentation*
In the passage, w hich of the follow ing most directly argues… This statement strongly suggests that… The main purpose of the information in lines…. Which of the follow ing statements best describes the author's claim that… Which of the follow ing statements best describes a valid counter argument to….
Causation*
How is _____ an example of ______? What evidence supports ____? Based on the information in the text, w hat do you think…? What can you infer about ____ from the information in _____? According to the text, w hat is the reason for…? The text/article/picture cites all of the follow ing as causes of ____ EXCEPT…. Is X an example of causation or correlation? Defend your answ er using information from the texts provided.
Comparison*
How is ____ related to _____? What are the similarities betw een? How is ______ similar/different from _____? Which of the follow ing best explains w hy ____ is different from _____? What accounts for the difference betw een X and Y? What explains the similarity betw een X and Y Which of the follow ing best distinguishes…..?
Contextualization*
In the context of this passage, the statement suggests….. The author of this _______ might have been influenced by____? The event that most influenced the _______. The follow ing document might be biased against ____ because of _____? This historical event/trend being alluded to in this source is most likely. The events referenced in this _____ resulted in ______.
Continuity and Change*
How is this passage different from the popular culture from the decade before? What w ere the causes of change illustrated in _______. To w hat extent has the culture seen in this passage remained the same __________. What accounts for the change illustrated in this text? What accounts for the continuities expressed in this text?
Periodization*
Based on the information _______ this ____________ most likely represents w hich of the follow ing ___________ Based on the ________, in w hich decade w as it produced? What evidence can you use to support your answ er?
Perspective/Point of View *
In the context of this passage, this statement suggests ____ In the passage/image/etc., w hich of the follow ing most directly argues…? Which of the follow ing statements best reflects X’s point of view of this event?
These stems can be used to expand/enrich various social science thinking skills stems. * What evidence from the texts provided supports your answ er? * What evidence from your background know ledge supports your answ er * What additional texts/sources/documents w ould you like to add support to your answ er?
Question Types:
Hot Text Multiple Select Fill in the Blank Matching Constructed Response Drag and Drop Multiple Passage Sequencing/Timelines
In planning for great thinking in Social Studies, there are SIX essential elements,
Reading Writing Speaking Listening
IT HAS BE E N 42 YE ARS SINCE VIOL A SWAMP WAS L AST SE E
IS OUR T ASK T O DE T E RMINE IF T HE RE IS PROBABL E CAUSE T O RE OPE N T HE SE ARCH F OR VIOL A SWAMP.
T he re a re two wo rking the o rie s in this c a se . Wo rk with yo ur ta b le ma te s to so rt thro ug h the e vide nc e re g a rding the pe rso n o f Vio la Swa mp, so rt it in the a ppro pria te c o lumn, a nd the n de te rmine whic h the o ry it suppo rts. Ne xt to e a c h fa c t, write a sta te me nt whic h turns yo ur fa c t fro m info rma tio n to e vide nc e ne xt to e a c h fa c t yo u ide ntify.
Miss Ne lso n wa s nic e , b ut Miss Swa mp wa s a re a l witc h.
T his c o nsiste nt diffe re nc e in te mpe rame nt was to o c o mplic ate d fo r
Ne lso n ne ve r o nc e ac te d me an and Miss Swamp ne ve r o nc e ac te d nic e . I f the y had b e e n the same pe rso n, so me o ne wo uld have slippe d
fake the ir te mpe rame nt o ve r a lo ng , lo ng pe rio d o f time .
T he r e a r e so ma ny impor ta nt pe r sona lity diffe r e nc e s be twe e n Miss Ne lson a nd Miss Swa mp, the r e for e the y must be two diffe r e nt pe ople . Miss Ne lson a nd Miss Swa mp a r e the sa me pe r son be c a use Miss Ne lson c r e a te d a “substitute ” to te a c h he r stude nts a le sson a bout be tte r be ha vior .
What was this le sson r
e ally about?
What doe s it te ac h us about the diffe r
e nc e be twe e n fac t and e vide nc e ?
What doe s it te ac h us about c r
e ating or e valuating an ar gume nt?
What did you le ar
n about using e vide nc e to c r e ate an e ffe c tive ar gume nt?
5.PC.1.B Apply the pr
inc iple s of the Bill of Rights to the histor ic time pe r iod studie d and to c ur r e nt e ve nts. (Ar gume ntation)
5.PC.1.D Analyze ways by whic h c itize ns have e ffe c tive ly voic e d opinions,
monitor e d gove r nme nt and br
e se nt. (Compar ison)
5.H.3.I.a Ide ntify the politic al, e c onomic and soc ial c onse que nc e s of Wor
ld War I and Wor ld War II on the Unite d State s.
5.T
S.7.G Re se ar c h and de fe nd a point of vie w/ position on a soc ial studie s que stion. (Ar gume ntation)
Soc ial Sc ie nc e T
hinking Skills: Compar ison and Ar gume ntation (use of e vide nc e )
RANK L I N DE L ANO ROOSE VE L T , 1941, ST AT E OF T HE UNI ON ADDRE SS
"In the futur e days, whic h we se e k to make se c ur e , we look for war d to a wor ld founde d upon four e sse ntial human fr e e doms. T he fir st is fr e e dom of spe e c h and e xpr e ssion— e ve r ywhe r e in the wor ld. T he se c ond is fr e e dom of e ve r y pe r son to wor ship God in his own way— e ve r ywhe r e in the wor ld. T he thir d is fr e e dom fr
anslate d into wor ld te r ms, me ans e c onomic unde r standings whic h will se c ur e to e ve r y nation a he althy pe ac e time life for its inhabitants— e ve r ywhe r e in the wor ld. T he four th is fr e e dom fr
— whic h, tr anslate d into wor ld te r ms, me ans a wor ld-wide r e duc tion of ar mame nts to suc h a point and in suc h a thor
be in a position to c ommit an ac t of physic al aggr e ssion against any ne ighbor — anywhe r e in the wor ld. T hat is no vision of a distant mille nnium. It is a de finite basis for a kind of wor ld attainable in our
hat kind of wor ld is the ve r y antithe sis of the so- c alle d ne w or de r
anny whic h the dic tator s se e k to c r e ate with the c r ash of a bomb."
What the He ll, Ma uric e “Po ps” Pe te rso n 2018 F re e do m o f Spe e c h, No rma n Ro c kwe ll, 1943
Ma uric e “Pops” Pe te rson sa id in a 2018 inte rvie w, the re a re still fre e doms to fig ht for,
“that pe o ple c o unt, that pe o ple be lo ng and that pe o ple have the r ight to be se e n and he ar d.”
Re se arc h Que stion: What do you ide ntify as a fre e dom pe ople still have to fight for today?
Wor king with your par tne r / te am,
e e dom pe ople still have to fight for today and be r e ady to e xplain your se le c tion r e asoning to your te ac he r .
ite and de live r a 3- 4 minute spe e c h that e xplains the impor tanc e of the fight for that r ight
e ate a visual r e pr e se ntation of that fight inc luding a me tac ognitive pie c e e xplaining your visual r e pr e se ntation
ite a poe m or shor t stor y whic h spe aks to the impor tanc e of that fr e e dom
https:/ / www.youtube .c om/ watc h? v=zHkoiCPo8gM&t=60s https:/ / www.popspe te r son.c om/ pops- at- the - r
L UNCH: 1 HOUR PL E ASE BE BACK BY 1:00
1.
How do the ide als of ac c e ss, e quity and oppor tunity figur e in your
2.
How do the ide als of ac c e ss, e quity and oppor tunity figur e in your
ganization?
3.
How do the ide als of ac c e ss, e quity and oppor tunity figur e in the wor k you do with loc al distr ic ts?
Holoc aust Comme mor
ation 4/ 10/ 2019
Gilde r
L e hr man National Histor y T e ac he r
: Nominations due by 3/ 31
Summe r
PD: L ast two we e ks in July
USSYP Nomination for
ms available august 1, 2019
Gove r
nme nt F ie ld T e st info:
ie ld te st is NOT
ie ld te st
te m Writing Wo rksho p in Ja nua ry
nte re ste d?
Cura to rs’ T e a c hing Pro fe sso r a t the Unive rsity o f Misso uri Sc ho o l o f Jo urna lism a nd Adjunc t Pro fe sso r a t the Unive rsity o f Misso uri Sc ho o l o f L a w
Histo ric , c o ntro ve rsia l, c o mple x: Dre d Sc o t, Myra Bra dwe ll, Virg ina Mino r a nd tho usa nds o f na tive Ame ric a ns….
DE SE UPDAT E S:
1.
Se nd me yo ur na me a nd a re a o f inte re st if yo u wo uld like to pa rtic ipa te in a sse ssme nt de ve lo pme nt in the c o ming ye a r.
2.
Ple a se re spo nd to the e ma il surve y, I will b e se nding o ut in the ne xt we e k a s we ma ke pla ns fo r ne xt ye a r’ s Co llo q uia .
3.
Antic ipa te info a b o ut DE SE Summe r PD (c . 7/ 22-8/ 2) in c o ming we e ks.
4.
T ha nks fo r yo ur time a nd drive sa fe ly
HT T PS:/ / WWW.YOUT UBE .COM/ WAT CH?V=VAJE HRO- T SW
https:/ / www.surve ymo nke y.c o m/ r/ OCCRE va lua tio n