The Common Core: Getting There Globally (MS)

transcript

+The Common Core: Getting There GloballyFor the Middle School Classroom

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The Common Core: Getting There Globally

For the Middle School Classroom

Elizabeth HowaldProgram Director, Primary SourceStart Recording

+The Common Core: Getting There GloballyFor the Middle School Classroom

Elizabeth HowaldProgram Director

+Primary Source

We provide graduate courses, workshops, and study tours for approximately 2500 educators each year.

We prepare students to thrive in a global economy and society by helping teachers instill a flexible, global mindset.

Many courses and workshops support globally minded classrooms with an emphasis on themes that encompass multiple world regions.

www.primarysource.org

+Session GoalsOverview of Common Core State Standards and Global Content

Strategies for Integrating Global Material within the Common Core

Resources

Questions

+Common Core OverviewMission Statement

“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.”

Common Core State Standards Initiative, June 2009http://www.corestandards.org/

+Common Core Standards for ELA and Literacy in History/Social StudiesStudents who are “College and Career Ready”:

From CCSS for ELA (p. 7)

+New or Notable about the Common Core for ELA/Literacy Continues & enhances emphasis on critical thinking and

higher-order thinking skills

Continues an integrated literacy model (writing, speaking, listening, & reading)

Highlights interpretive skills across range of texts, digital information, & media

Emphasizes reading of “complex,” challenging texts

Stresses student fluency with informational texts

Interdisciplinary: posits shared responsibility for students’ literacy development

+Anchor Standards for Reading Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

4. Range of Reading and Level of Text Complexity

+Anchor Standards for Reading

Craft and Structure

1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning.

2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

1. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3. Analyze how two or more texts address similar themes in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

1. Read and comprehend complex literary and informational texts independently and proficiently.

+Anchor Standards for Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build Present Knowledge

1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

3. Draw evidence from literary or informational texts to support analysis, reflection, and research.

+Where Global Enters Common CoreMission Statement

“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.”

Common Core State Standards Initiative, June 2009http://www.corestandards.org/

+Where Global Enters the Common Core

Critical Thinking/Problem Solving

Communication

Information Literacy

Global Awareness

Self-Direction

Information, Media and Technology

Strong Knowledge of Core Subjects

21st Century Global Skills and CCSS Skills are closely aligned:

P21 Common Core Toolkit: A guide to aligning the CCSS with the Framework for 21st c. skills,http://www.p21.org/images/p21_toolkit_final.pdf

+Why a global approach?

“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.”

(CCSS for ELA Anchor Standards for Reading – A Note on Range and Content of Student Reading)

Global Content is Indicated in the CCSS:

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 Investigative journalism

International newspapers Opinion pieces/ op-eds

International NGO reports Manuals

Speeches/rhetoric A Constitution or other foundational gov’t document

News broadcasts

+Examples and Instructional Strategies for a Global Common Core

+Identifying Central Ideas

Standard 2: Determine central ideas or information of a

primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or assumptions

Method: “Find-A-Poem” “The Diary of Ma Yan: The Struggles and

Hopes of a Chinese School Girl” Memoir = Informational Nonfiction Text

+Identifying Central Ideas

Procedure Part 1: Assign reading/excerpt Students note central

ideas and themes

(As I read passage, enter central ideas/themes in the “Question” box.)

+Identifying Central Ideas Procedure Part 2

Discussion: What was the tone of this excerpt? What were central ideas/themes of the excerpt?

poverty/educational access schooling as necessity/way out of poverty women’s rights boys v. girls in education

Procedure Part 3 “Find a Poem” in the assigned text

Circle/underline words/phrases Use text to create a poem about a central idea

+Identifying Central IdeasThe boys can study. Not girls.Not me.Why?!Without education, how will I live?how will I work?Without school, I am only a peasant.Forever.A sentence to work the land.Like my mother.Without knowledge.Without vacation.A sentence to earn money not for me,for my educationfor my schoolbut for my brothers.For the boys.Why?!

+Identifying Central Ideas with Memoir Additional Examples•Memoirs:

•Tasting the Sky: Memories of a Palestinian Childhood•Mao’s Last Dancer (Young Readers’ Edition)•The Girl with the White Flag•Red Land, Yellow River: A Story from the Cultural Revolution•Children of War: Voices of Iraqi Refugees

•Also consider: •Newspaper articles•Speeches•Plays•Literature•etc.

+Identifying Points of View/Purpose Standard 6

Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts, etc.)

Consider using: campaign/political speeches (US regions &

global) newspaper articles works of art music

+Identifying Points of View/Purpose

Procedure:

1. Introduce idea of American songs or musicians with a PoV/Purpose The Beatles, Bob Dylan,

Woody Guthrie, U2, Green Day, and more.

2. Introduce a global song about an issue that you are studying. DMZ 38 “No Man’s Land”

http://www.dmz38.com/

+Identifying Points of View/PurposeCaught in between

A nightmare and a dreamThe silence is hereWhere no hears you screamSeeing, believingThe landmines at yr feetThe gap is evenWhere halves of Chosun meet

No carsNo lightsNo camerasOr human rightsNo clocksNo signsNo buildingsNot a Soul in sight…

What is the issue at the center of the song?

Who created the song?

What might his/her purpose or goal be? What does he/she want to happen on the Korean Peninsula?

How might his/her experiences (location, socioeconomic, cultural, etc.) influence point of view?

Why might people in North or South Korea agree or disagree with the songwriter?

•What imagery is used?

•What feeling does the album cover evoke?

•What tone does the artist try to set?

Speeches: President Obama’s 2010 Speech on the War in Iraq with

Juan Cole’s “The Speech Obama Should Give about the Iraq War (But Won’t) from the same date.

Campaign speeches

Historical Letters (Nat’l Archives, Library of Congress)

News Releases/Government Memos

Global Newspapers

Works of art: Monuments, statues, murals, graffiti

Additional Examples

+Pairing Images & Texts Standard 7:

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

What kinds of visuals do you use in your class? Share your answers in the “Question” box; provide

links where applicable!

Consider billboards, murals, maps, graphs, charts, photos, political cartoons, statues/monuments, etc.

+Pairing Images and Texts Teaching Environmental Issues in India with

Photos

1. Gallery Walk: multiple images of different types

1. Looking 10 x 2: record 10 observations…twice!

1. Four Corners: examining parts before the whole

1. Captions: thinking about point of view; empathy

1. Tableau: interactive; “in their shoes”

JM Suarez, 2008Ganges River at Varanasi

Rudolph A. Furtado, 2009Dairy Famer Washing His Buffalos

+Pairing Images and Texts Before Moving to the Text:

What facts about this topic do we know based on the image?

What can we infer about this topic from the image?

What questions do we have about this topic that are not answered or addressed in the image?

Is there a point of view or purpose behind the picture? If so, how does this inform how we interpret it?

“India and Pollution: Up to Their Necks in It” The Economist 2008

+Pairing Images and Texts Other Informational Texts (all available online)

1. India’s “The Water (Prevention and Control of Pollution) Act,” 1974

2. India’s “The Air (Prevention and Control of Pollution) Act,” 1981, 1987

3. India’s “The Environment Protection Act,” 1986, 1991

4. India’s “The Wild Life(Protection) Amendment Act,” 1972, 1993, 2002

5. PM Dec. 2011 Speech on the Environment

+Pairing Photos and Texts Processing

Graphic Organizer (Venn Diagram) Discussion:

Messages conveyed in image compared to/contrasted with text(s).

Tone of image compared to/contrasted with text(s)

How does the image support the text? How does it challenge the text?

How does the text support the image? How does it challenge the image?

+Pairing Photos and Texts Incorporating Common Core Writing Standards

1) Write arguments based on discipline-specific content. What should be done about pollution in India? Who is to blame for India’s pollution? Should tanneries/industries along rivers be shut down?

7) Conduct short research projects to answer a question, drawing on several sources. Research industrial pollution in other countries Present findings orally or using a Web 2.0 tool

+Pairing Images & Texts

Chris Jordan Images with excerpts from “Stuff: The Secret Lives of Everyday Things”

Images/Info from “Hungry Planet: What the World Eats” with global recipe

Angel Island Image with Poem or Letter

Chinese Propaganda Posters & “Little Red Book”

Iconic Images with Speeches, Letters

Additional Examples

Resources

+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

+Resources for Informational Texts Nonfiction Resource Guide (Primary Source)

http://resources.primarysource.org/nonfiction

+Resources for Informational Texts

Nonfiction Resource Guide (Primary Source) http://resources.primarysource.org/nonfiction

Primary Source World http://www.primarysource.org/primarysourceworld

+Resources for Informational Texts

Nonfiction Resource Guide (Primary Source) http://resources.primarysource.org/nonfiction

World Digital Library http://www.wdl.org/en/

+Resources for Informational Texts Nonfiction Resource Guide (Primary Source)

http://resources.primarysource.org/nonfiction

World Digital Library http://www.wdl.org/en/

Online Newspapers http://www.onlinenewspapers.com/

+QUESTIONS?

Type your question into the “Question” box on your screen

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+Coming Up at Primary Source

Summer Institute Registration:Face-to-Face and Onlinehttp://www.primarysource.org/summerinstitutes

Common Core HS WebinarFebruary 28

Musica Latina: An Educational Event for FamiliesRumbanamaSunday, March 4 at Primary Source (Watertown) http://www.primarysource.org/events

Stay Tuned for Info on our Spring Webinar Series on Japan

+Stay in Touch!

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