PowerPoint from Primary Source's "Common Core and the Humanities: Global Approaches for Social Studies and ELA" workshop at the PGL 2012 Conference. June 29, 2012.
The document discusses teaching reading using primary sources and the goals of literacy. It defines literacy as the ability to understand, interpret, communicate, and use printed materials. The goals of standardized reading tests like FCAT are to measure students' ability to construct meaning from a variety of texts, both literary and informational. The document also discusses the cognitive complexity of reading tasks and changes to standardized tests over time, including using more primary sources and increasing the proportion of informational texts.
Technology to support the common core 2012Karen Brooks
The document discusses the mission and goals of the Common Core standards, which aim to provide consistent expectations for what students should learn to prepare them for college and careers. It outlines the key shifts in literacy and math required by the Common Core, including an emphasis on nonfiction reading, close reading of text-based evidence, and ensuring texts are appropriately complex. It also lists the reading, writing, speaking/listening, and language standards that make up the Common Core and provides links to sample unit plans and other teaching resources to support Common Core implementation.
The document provides an overview of a professional development session focused on the Common Core Standards for literacy in grades K-2. It discusses key concepts like close reading, academic vocabulary, and scaffolding complex texts. Examples and resources are given for how to implement these strategies in the classroom through activities targeting areas like vocabulary, language structure, and text complexity.
Daniel P. Shanks has extensive experience conducting research and analysis in Afghanistan. He has worked as a research assistant, lecturer, development officer, human terrain specialist, and social studies instructor. Shanks is fluent in Pashto and Dari and has conducted hundreds of interviews in Afghanistan to collect information. He currently works as a research assistant at Old Dominion University while pursuing a PhD in International Relations.
This document outlines a presentation on the Common Core State Standards given at the 33rd Annual NRCP Conference on April 1-3, 2016 in Oak Brook. The presentation provides an overview of the CCSS, including what they are and are not, how they are organized, instructional shifts, and how to unwrap standards. It encourages attendees to select a standard and consider different methods for teaching it to reach all learners. Contact information is provided for follow up questions.
George H.W. Bush was a model intelligence consumer who deeply appreciated the efforts of intelligence officers. He received the President's Daily Brief every day as Vice President and President from 1981-1993. Bush ensured intelligence officers knew their work was valued through personal notes of thanks. He also had a good sense of humor, adding a "Signs of the Times" section to lighten the mood and showing interest in foreign leaders' activities by occasionally calling them. Bush maintained relationships with intelligence officers after leaving office, demonstrating his care for people through concern and encouragement. His appreciation of intelligence stands out among those who briefed him over many years.
Charla realizada a los estudiantes de la Maestría en Educación - Línea de Enseñanza de las Ciencias y la Tecnología de la Universidad del Cauca, el 13 de abril de 2011.
The document discusses teaching reading using primary sources and the goals of literacy. It defines literacy as the ability to understand, interpret, communicate, and use printed materials. The goals of standardized reading tests like FCAT are to measure students' ability to construct meaning from a variety of texts, both literary and informational. The document also discusses the cognitive complexity of reading tasks and changes to standardized tests over time, including using more primary sources and increasing the proportion of informational texts.
Technology to support the common core 2012Karen Brooks
The document discusses the mission and goals of the Common Core standards, which aim to provide consistent expectations for what students should learn to prepare them for college and careers. It outlines the key shifts in literacy and math required by the Common Core, including an emphasis on nonfiction reading, close reading of text-based evidence, and ensuring texts are appropriately complex. It also lists the reading, writing, speaking/listening, and language standards that make up the Common Core and provides links to sample unit plans and other teaching resources to support Common Core implementation.
The document provides an overview of a professional development session focused on the Common Core Standards for literacy in grades K-2. It discusses key concepts like close reading, academic vocabulary, and scaffolding complex texts. Examples and resources are given for how to implement these strategies in the classroom through activities targeting areas like vocabulary, language structure, and text complexity.
Daniel P. Shanks has extensive experience conducting research and analysis in Afghanistan. He has worked as a research assistant, lecturer, development officer, human terrain specialist, and social studies instructor. Shanks is fluent in Pashto and Dari and has conducted hundreds of interviews in Afghanistan to collect information. He currently works as a research assistant at Old Dominion University while pursuing a PhD in International Relations.
This document outlines a presentation on the Common Core State Standards given at the 33rd Annual NRCP Conference on April 1-3, 2016 in Oak Brook. The presentation provides an overview of the CCSS, including what they are and are not, how they are organized, instructional shifts, and how to unwrap standards. It encourages attendees to select a standard and consider different methods for teaching it to reach all learners. Contact information is provided for follow up questions.
George H.W. Bush was a model intelligence consumer who deeply appreciated the efforts of intelligence officers. He received the President's Daily Brief every day as Vice President and President from 1981-1993. Bush ensured intelligence officers knew their work was valued through personal notes of thanks. He also had a good sense of humor, adding a "Signs of the Times" section to lighten the mood and showing interest in foreign leaders' activities by occasionally calling them. Bush maintained relationships with intelligence officers after leaving office, demonstrating his care for people through concern and encouragement. His appreciation of intelligence stands out among those who briefed him over many years.
Charla realizada a los estudiantes de la Maestría en Educación - Línea de Enseñanza de las Ciencias y la Tecnología de la Universidad del Cauca, el 13 de abril de 2011.
Presentación realizada en el Consejo Superior de la Universidad del Cauca, para ampliar la discusión sobre la reglamentación de la entrega de los trabajos de grado a la División de Bibliotecas. Miércoles 23 de Mayo de 2012.
Este documento presenta una ruta para sistematizar experiencias pedagógicas en la docencia universitaria. La ruta consta de 5 pasos: 1) identificar el foco de indagación, 2) definir métodos de recolección de información, 3) contrastar con teoría y otras experiencias, 4) socializar los resultados, y 5) replantear la práctica docente. El propósito es recuperar el saber pedagógico a través de la reflexión sistemática sobre la práctica. Se presentan ejemplos de sistematizaciones real
This document provides an overview of information literacy resources worldwide. It begins with background on information literacy and the challenge of addressing it in multiple languages. It then describes a project to collect information literacy terminology and resources in over 50 languages from contributors around the world. The bulk of the document consists of lists of information literacy terms and selected resources in languages from Albanian to Hungarian, compiled by regional experts. The overview aims to promote the development and sharing of information literacy concepts and materials in languages beyond English.
Este documento presenta 12 premisas pedagógicas para la cualificación de maestros. Algunas de las ideas clave son que la formación debe partir de los intereses y experiencia de los docentes, reconocer las dificultades específicas de maestros urbanos vs rurales, y mostrar respeto por el trabajo de los docentes. La cualificación debe ser práctica e incremental, y contar con espacios individualizados de asesoría y socialización de aprendizajes.
comprender las etapas de la investigación científica, el método científico y la metodología de la ciencia es muy importante, cuando se pretende emprender un estudio con carácter científico.
Galileo Galilei vivió durante un periodo de grandes cambios en la Iglesia Católica marcado por la Reforma Protestante y la Contrarreforma. Fue un pionero en los campos de la astronomía, la física y el método científico experimental. Realizó importantes observaciones astronómicas con el telescopio y descubrimientos en física que desafiaron teorías establecidas, pero también entró en conflicto con la Iglesia Católica por su apoyo al modelo heliocéntrico del universo de
El documento analiza el aumento de las importaciones de maíz en México durante los últimos 5 años. Algunas de las causas incluyen problemas ambientales como sequías y heladas que afectaron la producción, así como falta de apoyo al sector agrícola por parte del gobierno. A pesar de ser el cultivo más importante en México, la producción nacional no ha sido suficiente para satisfacer la demanda, lo que ha llevado a una fuerte dependencia de importaciones, especialmente de Estados Unidos.
Este documento presenta 20 premisas sobre la enseñanza potencializadora. Resalta que cada alumno es único y valioso, y que los maestros deben centrarse en entender la perspectiva del alumno. También enfatiza que la enseñanza es un proceso de aprendizaje continuo, no un evento único, y que los maestros deben estar dispuestos a tomar riesgos y cometer errores como parte de su desarrollo profesional.
The document discusses how teachers can use informational texts from around the world to teach the Common Core State Standards in a global context. It provides examples of different types of informational texts that have a global focus, such as historical accounts, memoirs, blogs, and international newspapers. It also gives examples of instructional strategies for having students integrate information from primary and secondary sources and for teaching biographies by having students analyze and compare information about historical figures from multiple texts. Resources for finding informational texts and for teaching the Common Core are provided.
Rev. 0319 General Education Common Graded Assignment H.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
Informational Reading & Writing Across the Content Areasdeliadec
This document provides information about a workshop on teaching informational reading and writing. The goals are to learn strategies for engaging students with informational texts, explore scaffolds for writing informational texts, perform reading and writing expected of students, and share expertise on redesigning assignments. Participants are encouraged to ask questions, share ideas and experiences, read deeply, discuss with enthusiasm, and write with intellectual abandon. The workshop will also address the role of writing in various disciplines and real world contexts.
The document discusses supporting the Common Core State Standards through social studies. It outlines 10 key standards for reading comprehension and analysis. These include standards for determining central ideas, analyzing how text is structured, evaluating an author's point of view, and integrating knowledge from different sources. Examples are provided for how to apply the standards when analyzing social studies texts on topics like cultural regions, political territories, and international disputes over islands. The purpose is to demonstrate how the Common Core can be taught through social studies content.
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
1
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
The Common Core: Getting There Globally (MS)primarysource
The document discusses strategies for integrating global content into middle school classrooms to meet Common Core standards. It provides an overview of the Common Core, highlighting skills like critical thinking, analysis of complex texts, and literacy across genres. Examples are given of using memoirs, speeches, images and other informational texts to analyze central ideas, point of view, and integrate visuals with text. Resources for finding international nonfiction are also shared.
1 HIS 200 Project 1 Guidelines and Rubric Overvie.docxjeremylockett77
1
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
1
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider que ...
The document provides information for a performance task that asks 10th grade honors English literature students to write a letter to the President of the United States. Students will analyze historical artifacts and texts from the Civil Rights movement to discuss a current social issue. They will use evidence from their analyses to make an argument in their letter about why the issue needs to change. Students will outline their letter using the ACEIT-CIET model, then write and present their letter to peers who will provide feedback using a rubric.
This document discusses the Common Core State Standards (CCSS) and their role in 21st century classrooms. It provides an overview of the CCSS, including their purpose and significance. It also outlines some of the major instructional shifts required by the CCSS, such as an increased emphasis on informational text and developing literacy across all subject areas. The document aims to help educators understand and implement the CCSS in their own classrooms.
The document discusses information literacy as an emerging discipline. It outlines six elements that characterize a discipline: 1) a community of scholars, 2) communication networks, 3) ethical concerns, 4) a tradition and history of inquiry, 5) specific modes of inquiry, and 6) a body of knowledge and curricula. The document argues that recognizing information literacy as a discipline could strengthen the field by facilitating shared vocabulary, integration into curricula, and dialogue about its transdisciplinary nature. Recognizing it as a discipline may also allow for more credit courses and opportunities to discuss related literacies.
Writing Project 2: Critical Evaluation Essay
Technology & Literacy
Context & Description
Technology impacts most of our lives on a daily basis. From the smart phones we hold in our
hands to the laptops and tablets we use for school, work or leisure, technology has changed, and
continues to influence the ways in which we communicate, work, learn, and play.
While some developments in technology are well-received and widely used in effective ways that
benefit society, other developments bring about controversy and disagreement over how specific
technologies are used and to what extent. For instance, video games have become popular
among people of all generations, but its uses and effects on people and society has created
some very different views. Video games are sometimes blamed for promoting negative behavior
among children and adolescents, such as criminal activities and physical violence (Barlett, et al.,
O’Toole). Some people also argue that habitual uses of video games lead to health issues such
as addiction and obesity (Grüsser et al.). Video game addiction can also lead to sleep
deprivation and lack of concentration, and in some cases affect people’s performance at work or
school. Others argue that not all video games or all uses of video games are problematic. James
Gee, a literacy specialist and advocate for the use of video games in teaching and learning,
argues that “any learning, whether it's books, a movie, or a game, can lead to bad or good
results depending on the environment in which it's [played], not the game itself” and that good
video games can be extremely useful as a learning tool, facilitating the development of problem-
solving abilities and language skills” (Sheffield 11).
Various forms of technology have also changed what it means to be literate. In 2008, The
National Council of Teachers of English issued a statement defining twenty-first century
literacies, recognizing the role of technology in shaping the meaning of literacy: “Because
technology has increased the intensity and complexity of literate environments, the twenty-first
century demands that a literate person possess a wide range of abilities and competencies.”
Literacy in this sense includes many types of activities that are “multiple, dynamic, and
malleable”--such as reading online newspaper articles to participating in virtual class discussion
and even interacting on social networking sites such as Facebook and Twitter. The goal of this
project is to critically assess the impact that a specific type of technology has had on our literacy
practices.
When we think about “literacy,” what usually comes to mind is a knowledge of reading and
writing. The story of how a person first learns to read and write can offer unique insights into
different cultures and ways of learning and knowing language. But literacy can also mean much
more than learning to read and write: when we learn a second.
The document discusses project-based learning and how to structure it in the classroom. It defines project-based learning as being organized around an open-ended driving question that requires students to inquire and create something new. It emphasizes using skills like critical thinking, collaboration, and communication. Effective driving questions are open-ended, provocative, and connected to real-world issues. The document also provides examples of driving questions and discusses integrating traditional and 21st century skill sets into project-based units.
This document summarizes the concurrent sessions from a PI meeting. It provides an overview of 16 session topics, including addressing socio-scientific issues like climate change and implications for science literacy. Each session section summarizes the main takeaways and resources shared. The document encourages reaching out with any follow-up questions.
Presentación realizada en el Consejo Superior de la Universidad del Cauca, para ampliar la discusión sobre la reglamentación de la entrega de los trabajos de grado a la División de Bibliotecas. Miércoles 23 de Mayo de 2012.
Este documento presenta una ruta para sistematizar experiencias pedagógicas en la docencia universitaria. La ruta consta de 5 pasos: 1) identificar el foco de indagación, 2) definir métodos de recolección de información, 3) contrastar con teoría y otras experiencias, 4) socializar los resultados, y 5) replantear la práctica docente. El propósito es recuperar el saber pedagógico a través de la reflexión sistemática sobre la práctica. Se presentan ejemplos de sistematizaciones real
This document provides an overview of information literacy resources worldwide. It begins with background on information literacy and the challenge of addressing it in multiple languages. It then describes a project to collect information literacy terminology and resources in over 50 languages from contributors around the world. The bulk of the document consists of lists of information literacy terms and selected resources in languages from Albanian to Hungarian, compiled by regional experts. The overview aims to promote the development and sharing of information literacy concepts and materials in languages beyond English.
Este documento presenta 12 premisas pedagógicas para la cualificación de maestros. Algunas de las ideas clave son que la formación debe partir de los intereses y experiencia de los docentes, reconocer las dificultades específicas de maestros urbanos vs rurales, y mostrar respeto por el trabajo de los docentes. La cualificación debe ser práctica e incremental, y contar con espacios individualizados de asesoría y socialización de aprendizajes.
comprender las etapas de la investigación científica, el método científico y la metodología de la ciencia es muy importante, cuando se pretende emprender un estudio con carácter científico.
Galileo Galilei vivió durante un periodo de grandes cambios en la Iglesia Católica marcado por la Reforma Protestante y la Contrarreforma. Fue un pionero en los campos de la astronomía, la física y el método científico experimental. Realizó importantes observaciones astronómicas con el telescopio y descubrimientos en física que desafiaron teorías establecidas, pero también entró en conflicto con la Iglesia Católica por su apoyo al modelo heliocéntrico del universo de
El documento analiza el aumento de las importaciones de maíz en México durante los últimos 5 años. Algunas de las causas incluyen problemas ambientales como sequías y heladas que afectaron la producción, así como falta de apoyo al sector agrícola por parte del gobierno. A pesar de ser el cultivo más importante en México, la producción nacional no ha sido suficiente para satisfacer la demanda, lo que ha llevado a una fuerte dependencia de importaciones, especialmente de Estados Unidos.
Este documento presenta 20 premisas sobre la enseñanza potencializadora. Resalta que cada alumno es único y valioso, y que los maestros deben centrarse en entender la perspectiva del alumno. También enfatiza que la enseñanza es un proceso de aprendizaje continuo, no un evento único, y que los maestros deben estar dispuestos a tomar riesgos y cometer errores como parte de su desarrollo profesional.
The document discusses how teachers can use informational texts from around the world to teach the Common Core State Standards in a global context. It provides examples of different types of informational texts that have a global focus, such as historical accounts, memoirs, blogs, and international newspapers. It also gives examples of instructional strategies for having students integrate information from primary and secondary sources and for teaching biographies by having students analyze and compare information about historical figures from multiple texts. Resources for finding informational texts and for teaching the Common Core are provided.
Rev. 0319 General Education Common Graded Assignment H.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
Informational Reading & Writing Across the Content Areasdeliadec
This document provides information about a workshop on teaching informational reading and writing. The goals are to learn strategies for engaging students with informational texts, explore scaffolds for writing informational texts, perform reading and writing expected of students, and share expertise on redesigning assignments. Participants are encouraged to ask questions, share ideas and experiences, read deeply, discuss with enthusiasm, and write with intellectual abandon. The workshop will also address the role of writing in various disciplines and real world contexts.
The document discusses supporting the Common Core State Standards through social studies. It outlines 10 key standards for reading comprehension and analysis. These include standards for determining central ideas, analyzing how text is structured, evaluating an author's point of view, and integrating knowledge from different sources. Examples are provided for how to apply the standards when analyzing social studies texts on topics like cultural regions, political territories, and international disputes over islands. The purpose is to demonstrate how the Common Core can be taught through social studies content.
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
1
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
The Common Core: Getting There Globally (MS)primarysource
The document discusses strategies for integrating global content into middle school classrooms to meet Common Core standards. It provides an overview of the Common Core, highlighting skills like critical thinking, analysis of complex texts, and literacy across genres. Examples are given of using memoirs, speeches, images and other informational texts to analyze central ideas, point of view, and integrate visuals with text. Resources for finding international nonfiction are also shared.
1 HIS 200 Project 1 Guidelines and Rubric Overvie.docxjeremylockett77
1
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
1
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider que ...
The document provides information for a performance task that asks 10th grade honors English literature students to write a letter to the President of the United States. Students will analyze historical artifacts and texts from the Civil Rights movement to discuss a current social issue. They will use evidence from their analyses to make an argument in their letter about why the issue needs to change. Students will outline their letter using the ACEIT-CIET model, then write and present their letter to peers who will provide feedback using a rubric.
This document discusses the Common Core State Standards (CCSS) and their role in 21st century classrooms. It provides an overview of the CCSS, including their purpose and significance. It also outlines some of the major instructional shifts required by the CCSS, such as an increased emphasis on informational text and developing literacy across all subject areas. The document aims to help educators understand and implement the CCSS in their own classrooms.
The document discusses information literacy as an emerging discipline. It outlines six elements that characterize a discipline: 1) a community of scholars, 2) communication networks, 3) ethical concerns, 4) a tradition and history of inquiry, 5) specific modes of inquiry, and 6) a body of knowledge and curricula. The document argues that recognizing information literacy as a discipline could strengthen the field by facilitating shared vocabulary, integration into curricula, and dialogue about its transdisciplinary nature. Recognizing it as a discipline may also allow for more credit courses and opportunities to discuss related literacies.
Writing Project 2: Critical Evaluation Essay
Technology & Literacy
Context & Description
Technology impacts most of our lives on a daily basis. From the smart phones we hold in our
hands to the laptops and tablets we use for school, work or leisure, technology has changed, and
continues to influence the ways in which we communicate, work, learn, and play.
While some developments in technology are well-received and widely used in effective ways that
benefit society, other developments bring about controversy and disagreement over how specific
technologies are used and to what extent. For instance, video games have become popular
among people of all generations, but its uses and effects on people and society has created
some very different views. Video games are sometimes blamed for promoting negative behavior
among children and adolescents, such as criminal activities and physical violence (Barlett, et al.,
O’Toole). Some people also argue that habitual uses of video games lead to health issues such
as addiction and obesity (Grüsser et al.). Video game addiction can also lead to sleep
deprivation and lack of concentration, and in some cases affect people’s performance at work or
school. Others argue that not all video games or all uses of video games are problematic. James
Gee, a literacy specialist and advocate for the use of video games in teaching and learning,
argues that “any learning, whether it's books, a movie, or a game, can lead to bad or good
results depending on the environment in which it's [played], not the game itself” and that good
video games can be extremely useful as a learning tool, facilitating the development of problem-
solving abilities and language skills” (Sheffield 11).
Various forms of technology have also changed what it means to be literate. In 2008, The
National Council of Teachers of English issued a statement defining twenty-first century
literacies, recognizing the role of technology in shaping the meaning of literacy: “Because
technology has increased the intensity and complexity of literate environments, the twenty-first
century demands that a literate person possess a wide range of abilities and competencies.”
Literacy in this sense includes many types of activities that are “multiple, dynamic, and
malleable”--such as reading online newspaper articles to participating in virtual class discussion
and even interacting on social networking sites such as Facebook and Twitter. The goal of this
project is to critically assess the impact that a specific type of technology has had on our literacy
practices.
When we think about “literacy,” what usually comes to mind is a knowledge of reading and
writing. The story of how a person first learns to read and write can offer unique insights into
different cultures and ways of learning and knowing language. But literacy can also mean much
more than learning to read and write: when we learn a second.
The document discusses project-based learning and how to structure it in the classroom. It defines project-based learning as being organized around an open-ended driving question that requires students to inquire and create something new. It emphasizes using skills like critical thinking, collaboration, and communication. Effective driving questions are open-ended, provocative, and connected to real-world issues. The document also provides examples of driving questions and discusses integrating traditional and 21st century skill sets into project-based units.
This document summarizes the concurrent sessions from a PI meeting. It provides an overview of 16 session topics, including addressing socio-scientific issues like climate change and implications for science literacy. Each session section summarizes the main takeaways and resources shared. The document encourages reaching out with any follow-up questions.
The use of Information and Communication Technology (ICT) in Singapore public schools is guided by the Ministry of Education (MOE), whose ICT Masterplan (MP) outlines the vision and goals for ICT-in-education. The latest initiative, ICT MP4, has been uploaded onto the internet for public consumption. Through an examination of MP4, I am interested to know how MOE uses language to communicate policy initiatives, and how the usage reflects the ideologies and world-views pertaining to Singapore’s education landscape and society. Hence, my research question:
“What ideologies and realities can be identified through a discourse analysis of the education ministry’s masterplan for ICT in Singapore?”
Using discourse analysis, I examined the linguistic and functional aspects of MP4 at the micro level to uncover strategies used by the authors to persuade readers of their policy. These helped to anchor my macro-analysis of discourse as a social practice, involving the identification of problematisation, power relations, recontextualisation and unquestionable truths. While the MP4 was crafted in a concise and straightforward manner through the use of simple sentence structures and infographics, it seemed to portray a neo-liberal view of the world as a market with unlimited opportunities. It also seemed to promote the ideology that to benefit from the ICT-driven world, the public should continue to support MOE’s initiative and students should equip themselves with the prescribed ICT knowledge and skills which suggested an essentialist philosophy of education. Furthermore, it seemed that the different discourses of policymaking, education, technology and future economy were mixed together to apparently construct a certain identity of MOE with particular values and authority – it was visionary and capable of delivering what it promised, it was the authority in ICT-in-education and it always had the best interests of students at heart.
This lesson plan template outlines a 45-50 minute lesson for high school students on nativism and immigration. The lesson will focus on analyzing historical documents through the lens of the PERSIA framework, which examines the political, economic, religious, intellectual, social, and aesthetic aspects. Students will learn about nativist viewpoints by identifying these perspectives in historical songs, articles, and legal documents from the Library of Congress. The lesson will start with listening to a nativist song and identifying PERSIA components. Students will then complete a document analysis using their PERSIA charts in the computer lab. Understanding will be evaluated using a rubric assessing the quality, amount, and organization of information presented. The lesson can be adapted for
Webinar presentation TEACHING WITH PRIMARY SOURCEStabor1
This document provides an overview of best practices for teaching history and developing students' historical thinking skills. It discusses the concept of developing students' "historic sense" or ability to understand events in context and discern key details and relationships. Some best practices outlined include using primary sources, considering multiple perspectives, understanding context, and allowing students to construct their own narratives. The document also discusses frameworks like the C3 Framework and concepts like historical habits of mind that can help move students towards more expert-level historical analysis. It provides examples of analyzing sources and presents the SOURCES framework for systematically exploring primary sources.
LE 4000 week1a pptslides general info. Englishiiumgodzilla
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
Professor Dagobert Soergel's talk (2009 CISTA Award Recipient): Task-centric ...kristenlabonte
"The task-centric revolution. Weaving information into workflows." Systems should be centered around tasks, not applications. This talk will present ideas and techniques towards the design of task-centric systems.
The document provides guidelines and a rubric for a multimedia presentation project in a history course. Students are asked to create a 10-12 slide presentation addressing how historical lenses impact perspectives on events, and the value of studying history. Specifically, students must discuss how political, economic, and social lenses shape narratives; apply lessons from their research topic to current issues; and consider their civic duty to understand history's influence. The rubric evaluates students' articulation of these critical elements and provides criteria for exemplary, proficient, needs improvement, and not evident ratings.
Similar to Primary Source Common Core PowerPoint (20)
PPT slides of images used for the U.S. Regions activityprimarysource
The document discusses different regions of early America including New England, the Southern Colonies, the West, and Southwest. It also mentions Yucca basket trays from Acoma and the Mid Atlantic and Massachusetts regions.
This document discusses incorporating geographic concepts into elementary classroom instruction. It provides examples of key geographic concepts and terms that could be addressed, such as place, climate, maps, and human-environment interaction. Suggestions are given for using maps and other representations to teach relationships between location and environmental characteristics. The document also discusses how literacy instruction can highlight the significance of place by identifying geographic concepts in texts and asking text-dependent questions. Additional resources are shared for using primary sources and digital maps to support student inquiry into claims about different regions of the United States. Teachers are encouraged to think about how these strategies and resources could strengthen spatial thinking in their own teaching.
This document outlines the agenda and objectives of a professional development workshop for teachers on building social studies research skills to meet Common Core standards. The workshop will focus on refining students' research and evaluation abilities, synthesizing information from multiple texts, writing arguments and claims, and using technology for collaboration. Teachers will discuss their current research practices, learn strategies for multiple text comprehension and identifying evidence, and explore tools to support writing and project-based learning. The full-day agenda includes sessions on evaluating sources, making sense of multiple texts, crafting arguments, and leveraging technology for student publishing.
Literacy in History/Social Studies: Strategies for Middle and High School Cl...primarysource
PPT from Primary Source webinar for Shrewsbury teachers, January 21, 2013. Common Core Literacy in History/Social Studies: Strategies for Middle and High School Classrooms
This document outlines the agenda and objectives of a workshop titled "Teaching with Artifacts: Using Material Culture to Teach about Native Americans" held at the Boston Children's Museum. The workshop aimed to help educators consider new ways to utilize artifacts and objects, particularly related to Native cultures, to gain a deeper understanding of incorporating Native cultures into their curriculum. The agenda included discussions on integrating Native cultures into the curriculum, an art activity, collections tours, and identifying connections to Common Core standards and interdisciplinary topics.
One Hen started with a book and vision to teach kids entrepreneurship and microfinance to inspire global citizenship. Through their website and interactive lessons, kids learn how small business and microloans can help people in need. The program grew as teachers and volunteers used the curriculum and resources to teach kids business concepts, form companies, and donate profits to help others. One Hen aims to help kids become philanthropists and address world issues through social entrepreneurship.
This document outlines 10 strategies for launching green initiatives at schools. It recommends holding a teach-in involving environmental science fairs, films, and speakers to educate students. It also suggests implementing simple recycling next to all trash cans, starting a composting program, and harnessing competition through recycling campaigns. Partnering with green teams, seeking other partnerships for assemblies and workshops, and holding a green week event are also outlined as top strategies.
Mali's primary crop and major export is cotton, which is grown by about 1/3 of the population. However, US cotton subsidies have caused cotton prices to drop, negatively impacting Mali's economy. The document provides several web resources about Mali's geography, culture, religion, and history, including information on Modibo Keita, the major city of Timbuktu, and the Dogon people.
The document summarizes the integration of the Indian Ocean region through trade, migration, and Islam over different eras. It discusses major empires like the Achaemenid and Mauryan that expanded trade networks in the region. It also outlines the role of various powers like the Portuguese, English, Dutch, and Indians in the colonial era trade. The document highlights how Islam and figures like Tagore helped unite the region culturally and religiously. It is accompanied by illustrations related to the topics.
Dr. Gillian Galford: Resource Depletion in Brazilprimarysource
This document summarizes resource depletion issues in Brazil's ecosystems beyond just the Amazon rainforest. It outlines threats like deforestation from logging, ranching and infrastructure expansion to the Amazon and overfishing/overhunting. The Cerrado savanna is described as having high plant endemism but being the most unprotected savanna in the world and threatened by expansion of soy croplands. Additional threats from oil/gas, mining, hydropower and biofuel industries are summarized.
Handout used for Primary Source's "Common Core and the Humanities: Global Approaches for Social Studies and ELA" workshop at the PGL Conference. June 29, 2012.
One Year Later: Japanese Responses to the Fukushima Disasterprimarysource
The document discusses Japan's experience with nuclear power following the 2011 Fukushima disaster. It notes that while Japan had developed one of the world's most advanced nuclear programs, public opinion shifted drastically against nuclear power after 2011. It aims to understand how social capital and citizen networks helped drive recovery after the disaster, and how Japan's choices around nuclear power going forward could impact other nations.
Teaching About Afghanistan with Primary Sourcesprimarysource
The document summarizes a webinar about teaching about Afghanistan using primary sources from the Homeland Afghanistan website. The webinar goals are to introduce Homeland Afghanistan, provide an overview of the Khyber Pass region using a video, and highlight 4 primary sources and ideas for classroom activities using the sources and website resources. The webinar also provides additional lesson plans and resources for teaching about Afghanistan.
Teaching Egypt: Approaches and Resourcesprimarysource
This document provides background information and teaching resources about Egypt. It includes details about Egypt's demographics, economic conditions, communications infrastructure, and political structures. It then outlines several teaching angles focused on analyzing political speeches, media coverage of the revolution, and US foreign policy related to Egypt. The document recommends resources for exploring editorial cartoons, blogs, and media coverage of the protests. It concludes by highlighting a hip hop song about the protests.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
1. +
Common Core and the Humani/es:
Global Approaches for Social Studies
and ELA
Liz Howald, Program Director
2. +
Workshop Agenda
“The Big Changes”
Informational Texts for Social Studies & ELA
Strategies & Activities
Korea
Children & War
Resources
Q/A & Discussion
3. +
Warm Up
Group Introductions
Paired Introductions
Introduce Yourselves
Know, Wonder, Fear, and Hope (Think/Pair/Share)
5. +
Common Core: The Big Changes
Interdisciplinary: shared responsibility for literacy
Emphasis on college and career‐readiness
Internationally benchmarked (to ensure students are globally
competitive and collaborative)
Skills are cumulative
Reading: greater emphasis on informational texts (esp. in ELA)
Reading: greater focus on text complexity
Writing: strong emphasis on argument and informative/
explanatory writing, writing about sources, and using evidence to
inform argument
6. + Common Core Standards for ELA and Literacy in
History/Social Studies
Students who are College and Career Ready :
Demonstrate independence Use technology and digital
media strategically, capably
Build strong content
knowledge through research Come to understand other
perspectives and cultures
Adapt communication to
demands of audience, task,
purpose, & discipline
Comprehend as well as
critique
Value evidence
From CCSS for ELA (p. 7)
7. +
Reading Standards for Literacy
Categories for History and ELA
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
8. +
What types of informa8onal texts are
you using to teach about the world?
What types could you use?
9. +
Types of global informa8onal 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
11. + Ac8vity 1: Korean Labor Strike
Integra8ng Mul8ple Quan8ta8ve and Qualita8ve Sources
to Answer a Ques8on
1. Learning from Charts
2. Reading a Photo
3. Answering a Question
16. + Korean News Ar8cle
Text‐Dependent Questions
What words are used to describe or characterize the nature of
the strike?
What details does the article provide about the events leading
to the strike breakup?
What does the quote by the KCTU tell us about how they view
the law enforcement’s interference?
“Big Picture” Questions
What is the purpose of the article?
How does the article inform your understanding of the images
and graphs? In what ways do the images and graphs inform
your understanding of the article?
17. + Student Assessment
Character Procile
Research
Reclect/evidence
Inference/critical thinking/evidence
Extensions
Bringing in literature
ciction
sijo poetry
North Korea v. South Korea
http://commons.wikimedia.org/wiki/
File:Earthlights_in_nkorea.jpg
19. + Excerpts from Impact of Armed Conflict on Children
& Beyond the Fire: Teen Experiences in War
Integra8ng informa8on from mul8ple global sources
Part 1: Popcorn read UN Report Note & Introduction
Structure: What are the Main Parts?
Title
Opening Note—Purpose, Tone (words?), Type of Writing
Report/Summary—Purpose, Tone (words?), Type of Writing
How does each part inform our understanding of the other?
Text‐Dependent
What words and details does the author use to describe war’s
effect on children?
20. + Excerpts from Impact of Armed Conflict
on Children (UN Report, 1996)
Structure & Purpose of a Global Informa8onal Text
Major Issues Identicied in UN Report
Forced cleeing & displacement
Recruitment to military & participation in war
Breakdown of family support systems
Violent attacks
Threats to health (walking, water, food, illness)
Gender‐based violence
Risk of dying
Identify evidence for issues in oral history transcripts.
Write strongest evidence on back of paper.
21. + From Reading to Research
Wri8ng informa8ve/explanatory texts and conduc8ng short
research projects
Task: Develop a Research Question About the War in Somalia
What do you need to know?
Write a paragraph:
How did you decide on this question? Why?
Criteria
Question is clearly‐stated and research appropriate
Paragraph uses evidence from Beyond the Fire and cites passages
correctly
Follow Up Options
24. +
More on the Common Core
Common Core State Standards Initiative
http://www.corestandards.org/
Partnership for 21st Century Skills Common Core Toolkit
http://www.p21.org/tools‐and‐resources/publications/p21‐
common‐core‐toolkit
Partnership for Assessment of Readiness for College and Careers
http://www.parcconline.org/ and Smarter Balanced Assessment
Consortium http://www.k12.wa.us/smarter/
Measuring Text Complexity (Kansas DOE)
http://www.ksde.org/Default.aspx?tabid=4605
25. +
Resources for Informa8onal Texts
Nonciction Resource Guide (Primary Source)
http://resources.primarysource.org/nonciction and other
regional guides: http://www.primarysource.org/resourceguides
Primary Source World
http://www.primarysource.org/primarysourceworld
World Digital Library
http://www.wdl.org/en/
Online Newspapers
http://www.onlinenewspapers.com/