The Common Core: Getting There Globally For the High School Classroom   Susan Zeiger Program Director
Primary Source <ul><li>We provide graduate courses, workshops, and study tours for approximately 2500 educators each year....
Session Goals <ul><li>Overview of Common Core State Standards and Global Content </li></ul><ul><li>Strategies for Integrat...
Common Core Overview Mission Statement <ul><li>“ The Common Core State Standards provide a consistent, clear understanding...
Common Core Standards for ELA and Literacy in History/Social Studies <ul><li>Students who are “College and Career Ready”: ...
New or Notable about the Common Core for ELA/Literacy <ul><li>Continues & enhances emphasis on critical thinking and highe...
Anchor Standards for Reading <ul><li>Key Ideas and Details (what Grades 11-12 students can do…) </li></ul><ul><li>Cite str...
Anchor Standards for Reading <ul><li>Craft and Structure </li></ul><ul><li>Determine meaning of words and phrases as they ...
Anchor Standards for Reading <ul><li>Integration of Knowledge and Ideas </li></ul><ul><ul><li>Analyze various accounts of ...
Anchor Standards for Reading <ul><li>Range of Reading and Level of Text Complexity </li></ul><ul><li>Read and comprehend c...
Anchor Standards for Writing <ul><li>Text Types and Purposes </li></ul><ul><li>Write arguments to support claims in an ana...
Anchor Standards for Writing <ul><li>Production and Distribution of Writing </li></ul><ul><li>Produce clear and coherent w...
Anchor Standards for Writing <ul><li>Research to Build Present Knowledge </li></ul><ul><li>Conduct short as well as more s...
Where Global Enters Common Core Mission Statement <ul><li>“ The Common Core State Standards provide a consistent, clear un...
Where Global Enters the Common Core <ul><li>Critical Thinking/Problem Solving </li></ul><ul><li>Communication </li></ul><u...
Why a  global  approach? <ul><li>“ To become college and career ready, students must grapple with  works of exceptional cr...
What types of informational texts are you using to teach about the world? What types  could  you use?
Types of global informational texts Historical accounts Debates Memoirs TED talks Oral histories Essays Blogs Investigativ...
Examples and Instructional Strategies for a Global Common Core
Pairing Images & Texts <ul><li>Standard 7: </li></ul><ul><ul><li>Integrate and evaluate multiple sources of  information p...
 
 
Pairing Images and Texts <ul><li>CURRICULUM CONNECTIONS & GUIDING QUESTIONS </li></ul><ul><ul><li>The Cold War in Asia </l...
 
 
Pairing Images & Texts <ul><li>PROCEDURE FOR ACTIVITY </li></ul><ul><li>1)--start with word splash to capture students’ re...
Writing Assignments for the CCSS <ul><li>Standard 3 (for ELA): “write narratives to develop real…experiences or events usi...
Writing Assignments for the CCSS <ul><li>Standard 7 (shared by ELA & Social Studies): “conduct short as well as more susta...
Pairing Photos and Texts <ul><li>Additional Uses and Strategies </li></ul><ul><ul><li>Graphic Organizer (Venn Diagram) </l...
Pairing Images and Texts <ul><li>Roman Vishniac,  A Vanished World  (photos from 1930s; published in book form 1983) and A...
Pairing Images & Texts <ul><li>Chinese Propaganda Posters & “Little Red Book” </li></ul>Additional Examples
Pairing Images & Texts <ul><li>Iconic Images with Speeches, Letters, Memoirs, Biographies </li></ul>Additional Examples
Integrating Information from Primary and Secondary Sources <ul><li>Standard 9 (Social Studies): </li></ul><ul><ul><li>Inte...
 
 
Integrating Information from Primary and Secondary Sources <ul><li>PROCEDURE FOR ACTIVITY </li></ul><ul><li>1)Read UN docu...
Integrating Information from Primary and Secondary Sources <ul><li>PROCEDURE cont. </li></ul><ul><li>4)As a class, select ...
Integrating Information from Primary and Secondary Sources <ul><li>Imperialism in North Africa, 18 th  – 20 th  Centuries,...
Resources
More on the Common Core <ul><li>Common Core State Standards Initiative  http://www.corestandards.org/   </li></ul><ul><li>...
Resources for Informational Texts <ul><li>Nonfiction Resource Guide (Primary Source)  http://resources.primarysource.org/n...
 
 
Resources for Informational Texts <ul><li>Nonfiction Resource Guide (Primary Source)  http://resources.primarysource.org/n...
 
 
Resources for Informational Texts <ul><li>Nonfiction Resource Guide (Primary Source)  http://resources.primarysource.org/n...
 
 
Resources for Informational Texts <ul><li>Nonfiction Resource Guide (Primary Source)  http://resources.primarysource.org/n...
 
QUESTIONS? <ul><li>Type your question into the “Question” box on your screen </li></ul><ul><li>or </li></ul><ul><li>Use yo...
Coming Up at Primary Source <ul><li>Summer Institute Registration: </li></ul><ul><ul><li>Face-to-Face and Online </li></ul...
Stay in Touch! <ul><li>www.primarysource.org </li></ul><ul><li>Explore Primary Source World </li></ul><ul><li>http://www.p...
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The Common Core for the High School Classroom: Getting There Globally

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Slides from a Primary Source webinar conducted February 28, 2012 by Susan Zeiger, Primary Source Program Director.

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The Common Core for the High School Classroom: Getting There Globally

  1. 1. The Common Core: Getting There Globally For the High School Classroom Susan Zeiger Program Director
  2. 2. Primary Source <ul><li>We provide graduate courses, workshops, and study tours for approximately 2500 educators each year. </li></ul><ul><li>We prepare students to thrive in a global economy and society by helping teachers instill a flexible, global mindset. </li></ul><ul><li>Many courses and workshops support globally minded classrooms with an emphasis on themes that encompass multiple world regions. </li></ul><ul><li>www.primarysource.org </li></ul>
  3. 3. Session Goals <ul><li>Overview of Common Core State Standards and Global Content </li></ul><ul><li>Strategies for Integrating Global Material within the Common Core </li></ul><ul><li>Resources </li></ul><ul><li>Questions </li></ul>
  4. 4. Common Core Overview Mission Statement <ul><li>“ The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” </li></ul><ul><li>Common Core State Standards Initiative, June 2009 </li></ul><ul><li>http://www.corestandards.org/ </li></ul>
  5. 5. Common Core Standards for ELA and Literacy in History/Social Studies <ul><li>Students who are “College and Career Ready”: </li></ul>From CCSS for ELA (p. 7)
  6. 6. New or Notable about the Common Core for ELA/Literacy <ul><li>Continues & enhances emphasis on critical thinking and higher-order thinking skills </li></ul><ul><li>Continues an integrated literacy model (writing, speaking, listening, & reading) </li></ul><ul><li>Highlights interpretive skills across range of texts, digital information, & media </li></ul><ul><li>Emphasizes reading of “complex,” challenging texts </li></ul><ul><li>Stresses student fluency with informational texts </li></ul><ul><li>Interdisciplinary: posits shared responsibility for students’ literacy development </li></ul>
  7. 7. Anchor Standards for Reading <ul><li>Key Ideas and Details (what Grades 11-12 students can do…) </li></ul><ul><li>Cite strong, thorough textual evidence to support analysis of what text says explicitly as well as inferences drawn from the text, including determining what text leaves uncertain. </li></ul><ul><li>Determine two or more central ideas of a text and analyze their development over course of text, including how they interact to build complex analysis; can provide an objective summary of text. </li></ul><ul><li>Analyze complex set of ideas or sequence of events, and explain how specific individuals, ideas or events develop and interact over the course of a text. </li></ul><ul><li>Range of Reading and Level of Text Complexity </li></ul>
  8. 8. Anchor Standards for Reading <ul><li>Craft and Structure </li></ul><ul><li>Determine meaning of words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how an author uses or refines key term or terms over course of text. </li></ul><ul><li>Analyze and evaluate effectiveness of structure author uses in his/her argument or exposition, including whether points are clear, convincing and engaging. </li></ul><ul><li>Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style/content contribute to power, persuasiveness, etc.. </li></ul>
  9. 9. Anchor Standards for Reading <ul><li>Integration of Knowledge and Ideas </li></ul><ul><ul><li>Analyze various accounts of a subject told in different mediums (print, multimedia, visually, quantitatively), determining which details are emphasized in each account. </li></ul></ul><ul><ul><li>Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and evidence relevant and sufficient; identify false statements and fallacious reasoning. </li></ul></ul><ul><ul><li>Analyze seminal [U.S.] documents of historical and literary significance , including how they address related themes and concepts. </li></ul></ul>
  10. 10. Anchor Standards for Reading <ul><li>Range of Reading and Level of Text Complexity </li></ul><ul><li>Read and comprehend complex literary and informational texts independently and proficiently. </li></ul>
  11. 11. Anchor Standards for Writing <ul><li>Text Types and Purposes </li></ul><ul><li>Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. </li></ul><ul><li>Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. </li></ul><ul><li>Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. </li></ul>
  12. 12. Anchor Standards for Writing <ul><li>Production and Distribution of Writing </li></ul><ul><li>Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. </li></ul><ul><li>Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. </li></ul><ul><li>Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. </li></ul>
  13. 13. Anchor Standards for Writing <ul><li>Research to Build Present Knowledge </li></ul><ul><li>Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. </li></ul><ul><li>Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. </li></ul><ul><li>Draw evidence from literary or informational texts to support analysis, reflection, and research. </li></ul>
  14. 14. Where Global Enters Common Core Mission Statement <ul><li>“ The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy .” </li></ul><ul><li>Common Core State Standards Initiative, June 2009 </li></ul><ul><li>http://www.corestandards.org/ </li></ul>
  15. 15. Where Global Enters the Common Core <ul><li>Critical Thinking/Problem Solving </li></ul><ul><li>Communication </li></ul><ul><li>Information Literacy </li></ul><ul><li>Global Awareness </li></ul><ul><li>Self-Direction </li></ul><ul><li>Information, Media and Technology </li></ul><ul><li>Strong Knowledge of Core Subjects </li></ul><ul><li>21 st Century Global Skills and CCSS Skills are closely aligned: </li></ul>P21 Common Core Toolkit: A guide to aligning the CCSS with the Framework for 21 st c. skills, http://www.p21.org/images/p21_toolkit_final.pdf
  16. 16. Why a global approach? <ul><li>“ To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries . Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing…Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images ; the ability to evaluation intricate arguments; and the capacity to surmount the challenges posed by complex texts.” </li></ul><ul><li>(CCSS for ELA Anchor Standards for Reading – A Note on Range and Content of Student Reading) </li></ul><ul><li>Global Content is Indicated in the CCSS: </li></ul>
  17. 17. What types of informational texts are you using to teach about the world? What types could you use?
  18. 18. Types of global informational texts Historical accounts Debates Memoirs TED talks Oral histories Essays Blogs Investigative journalism International newspapers Opinion pieces/ op-eds International NGO reports Manuals Speeches/rhetoric A Constitution or other foundational gov’t document News broadcasts
  19. 19. Examples and Instructional Strategies for a Global Common Core
  20. 20. Pairing Images & Texts <ul><li>Standard 7: </li></ul><ul><ul><li>Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. </li></ul></ul>
  21. 23. Pairing Images and Texts <ul><li>CURRICULUM CONNECTIONS & GUIDING QUESTIONS </li></ul><ul><ul><li>The Cold War in Asia </li></ul></ul><ul><ul><li>Literature of childhood, war and trauma (Khaled Hosseini, The Kite Runner ; Elie Wiesel, Night ; Lung Ung, First They Killed My Father ) </li></ul></ul><ul><ul><li>The theme of forgiveness (J. M. Coetzee, Disgrace, Chimimanda Adichie , Purple Hibiscus ) </li></ul></ul>
  22. 26. Pairing Images & Texts <ul><li>PROCEDURE FOR ACTIVITY </li></ul><ul><li>1)--start with word splash to capture students’ reaction to photo and generate questions and interest. </li></ul><ul><li>2)Read essay about Nick Ut the photographer and the day he took the photo, from digitaljournalist.org//Respond to questions/compare/contrast with information from photo </li></ul><ul><li>3)Listen to/read transcript of Kim Phuc’s “This I Believe” essay from NPR Radio//Respond to questions; compare/contrast with photo </li></ul><ul><li>4)Integrate for new broader understanding>group discussion. </li></ul>
  23. 27. Writing Assignments for the CCSS <ul><li>Standard 3 (for ELA): “write narratives to develop real…experiences or events using effective technique, well-chosen details, and well-structured events sequences.” </li></ul><ul><li>Personal narrative>an essay about an experience when you had to decide whether to forgive someone (or ask someone’s forgiveness) </li></ul><ul><li>Personal narrative>“This I Believe” essay about a personal belief or philosophy you live by; these can be submitted to the NPR Radio series! </li></ul>
  24. 28. Writing Assignments for the CCSS <ul><li>Standard 7 (shared by ELA & Social Studies): “conduct short as well as more sustained research projects to answer a question…or solve a problem.” </li></ul><ul><li>“ Mini” oral history interview based on a photograph >interview a conflict survivor; ask him/her to share and tell you about a photograph, or a pair of photos before and after the conflict </li></ul><ul><li>Collaborative research on Truth & Reconciliation efforts vs. human rights trials in post-conflict societies> e.g. Rwanda, El Salvador, Bosnia, South Africa, Argentina </li></ul>
  25. 29. Pairing Photos and Texts <ul><li>Additional Uses and Strategies </li></ul><ul><ul><li>Graphic Organizer (Venn Diagram) </li></ul></ul><ul><ul><li>Discussion: </li></ul></ul><ul><ul><ul><li>Messages conveyed in image compared to/contrasted with text(s). </li></ul></ul></ul><ul><ul><ul><li>Tone of image compared to/contrasted with text(s) </li></ul></ul></ul><ul><ul><ul><li>How does the image support the text? How does it challenge the text? And vice versa </li></ul></ul></ul><ul><ul><ul><li>How does quantitative evidence match with or challenge message in an image or set of images? </li></ul></ul></ul>
  26. 30. Pairing Images and Texts <ul><li>Roman Vishniac, A Vanished World (photos from 1930s; published in book form 1983) and Alana Newhouse, “A Closer Reading of Roman Vishniac,” New York Times Magazine , April 1, 2010 (long-form journalism). </li></ul><ul><li>South Korean labor strike photograph paired with labor statistics, GDP charts and newspaper articles, ( http://resources.primarysource.org/koreachallengeshopes ) </li></ul><ul><li>Louis P. Masur, The Soiling of Old Glory: The Story of a Photograph that Shocked America with 1976 anti-busing photograph </li></ul><ul><li>Additional Examples </li></ul>
  27. 31. Pairing Images & Texts <ul><li>Chinese Propaganda Posters & “Little Red Book” </li></ul>Additional Examples
  28. 32. Pairing Images & Texts <ul><li>Iconic Images with Speeches, Letters, Memoirs, Biographies </li></ul>Additional Examples
  29. 33. Integrating Information from Primary and Secondary Sources <ul><li>Standard 9 (Social Studies): </li></ul><ul><ul><li>Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. </li></ul></ul>
  30. 36. Integrating Information from Primary and Secondary Sources <ul><li>PROCEDURE FOR ACTIVITY </li></ul><ul><li>1)Read UN document, “Impact of Armed Conflict on Children.” Is it persuasive? “Craft and structure questions. </li></ul><ul><li>2)Listen to/read selections from oral testimonies, “Beyond the Fire: Teen Experiences in War.” </li></ul><ul><li>3)Compare/contrast two treatments: what does each source contribute to our knowledge? Which do you prefer and why? Which teaches you more, and why? </li></ul>
  31. 37. Integrating Information from Primary and Secondary Sources <ul><li>PROCEDURE cont. </li></ul><ul><li>4)As a class, select 10-15 statements from the UN report to highlight> assertions about impact of war on children. Write each statement at top of chart paper and hang around room. </li></ul><ul><li>5)Student groups use oral testimonies to find best evidence to support (or contradict) each assertion. Write quotes (evidence) on post-its and add to chart paper. </li></ul><ul><li>6)Each group summarizes the grouping of evidence from one chart sheet. </li></ul>
  32. 38. Integrating Information from Primary and Secondary Sources <ul><li>Imperialism in North Africa, 18 th – 20 th Centuries, primary sources>Women in World History website ; Center for History & New Media, George Mason University </li></ul><ul><li>PAIR with </li></ul><ul><li>Naguib Mahfouz, Palace Walk (literature) </li></ul><ul><li>Julia Clancy Smith, Domesticating the Empire: Gender, Race & Family Life in the Dutch and French Empires (history) </li></ul><ul><li>Additional Examples </li></ul>
  33. 39. Resources
  34. 40. More on the Common Core <ul><li>Common Core State Standards Initiative http://www.corestandards.org/ </li></ul><ul><li>Partnership for 21 st Century Skills Common Core Toolkit http://www.p21.org/tools-and-resources/publications/p21-common-core-toolkit </li></ul><ul><li>Partnership for Assessment of Readiness for College and Careers http://www.parcconline.org/ and Smarter Balanced Assessment Consortium http://www.k12.wa.us/smarter/ </li></ul><ul><li>Measuring Text Complexity (Kansas DOE) http://www.ksde.org/Default.aspx?tabid=4605 </li></ul><ul><li>EDUTOPIA http://www.edutopia.org/common-core-state-standards-resources </li></ul>
  35. 41. Resources for Informational Texts <ul><li>Nonfiction Resource Guide (Primary Source) http://resources.primarysource.org/nonfiction </li></ul>
  36. 44. Resources for Informational Texts <ul><li>Nonfiction Resource Guide (Primary Source) http://resources.primarysource.org/nonfiction </li></ul><ul><li>Primary Source World http://www.primarysource.org/primarysourceworld </li></ul>
  37. 47. Resources for Informational Texts <ul><li>Nonfiction Resource Guide (Primary Source) http://resources.primarysource.org/nonfiction </li></ul><ul><li>Primary Source World http://www.primarysource.org/primarysourceworld </li></ul><ul><li>World Digital Library http://www.wdl.org/en/ </li></ul>
  38. 50. Resources for Informational Texts <ul><li>Nonfiction Resource Guide (Primary Source) http://resources.primarysource.org/nonfiction </li></ul><ul><li>Primary Source World http://www.primarysource.org/primarysourceworld </li></ul><ul><li>World Digital Library http://www.wdl.org/en/ </li></ul><ul><li>Online Newspapers http://www.onlinenewspapers.com/ </li></ul>
  39. 52. QUESTIONS? <ul><li>Type your question into the “Question” box on your screen </li></ul><ul><li>or </li></ul><ul><li>Use your phone or computer microphone to ask a question or share a comment . Raise your hand to indicate that you have a question, and we’ll un-mute you. </li></ul>
  40. 53. Coming Up at Primary Source <ul><li>Summer Institute Registration: </li></ul><ul><ul><li>Face-to-Face and Online </li></ul></ul><ul><ul><li>http://www.primarysource.org/summerinstitutes </li></ul></ul><ul><li>Musica Latina: An Educational Event for Families </li></ul><ul><ul><li>Rumbanama </li></ul></ul><ul><ul><li>Sunday, March 4 at Primary Source (Watertown) </li></ul></ul><ul><ul><li>http://www.primarysource.org/events </li></ul></ul><ul><li>Spring Webinar Series on Japan </li></ul><ul><ul><li>http://www.primarysource.org/teaching-about-japan-webinars </li></ul></ul>
  41. 54. Stay in Touch! <ul><li>www.primarysource.org </li></ul><ul><li>Explore Primary Source World </li></ul><ul><li>http://www.primarysource.org/primarysourceworld </li></ul><ul><li>Explore our other online resources: </li></ul><ul><li>http://www.primarysource.org/resourceguides </li></ul>

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