Rise Up, Young Scholar!
Published on Oct 09, 2016
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PRESENTATION OUTLINE
Rise Up, Young Scholar!
Engaging Students in the Real Work of Historians
Manuel Garcés Jr.
7th Grade Writing, Los Fresnos CISD
Kim Springer
Social Studies Strategist K-12, Los Fresnos CISD
Today's workshop will address the following questions about building a primary-sourced classroom:
Building a Primary-Sourced Classroom
- What does a primary-sourced classroom look and sound like?
- How can history and English Language Arts teachers plan and use it effectively in their classrooms to improve student understanding of the legacy of civil rights?
What does a primary-sourced classroom look and sound like?
"Scaffolding a Lesson, a Unit, a Curriculum: Literacy Groups"
Ricci Hall, former U.S. History teacher at University Park Campus School
UNIVERSITY PARK CAMPUS SCHOOL
- Grade 7-12 school, with 245 students
- All students are from a high-poverty neighborhood in Worcester, Massachusetts.
- 82% receive free or reduced-priced lunch
- 75% are students of color
- 70% speak English as a second language
Text Protocol: 4 As
Literacy Strategies: Classroom Talk, Literacy Groups, Scaffolding
Text Protocol: 4 As
- What ASSUMPTIONS does the author of the text hold?
- What do you AGREE with in the text?
- What do you want to ARGUE with in the text?
- What parts of the text do you want to ASPIRE to?
ASSUMPTION
Literacy Strategies: Classroom Talk, Literacy Groups, Scaffolding
Assumption
- Identify one assumption from the text, citing the text (with page numbers, if appropriate) as evidence.
AGREE
Literacy Strategies: Classroom Talk, Literacy Groups, Scaffolding
AGREE
- What do you and your peers AGREE with?
- Cite page numbers, if appropriate.
ARGUE
Literacy Strategies: Classroom Talk, Literacy Groups, Scaffolding
ARGUE
- What do you and your peers ARGUE with?
- Cite page numbers, if appropriate.
ASPIRE
Literacy Strategies: Classroom Talk, Literacy Groups, Scaffolding
ASPIRE
- What do you and your peers ASPIRE to in the text?
- Cite page numbers, if appropriate.
What does this mean for our work with students?
How can history and English Language Arts teachers plan and use it effectively in their classrooms to improve student understanding of the legacy of Civil Rights?
Text Structures From the Masters
Gretchen Bernabei, ELA teacher at Eleanor Kolitz Hebrew Language Academy
Lesson 20: At the Moment of a Milestone
Make a personal timeline of your milestones
(broke my leg, started first grade, got my dog, earned blue belt)
Kernel Essay
How this began-or-what I set out to accomplish
Where I'm at right now and why
What others have contributed so far
What I need to do from now on
Quick Shares
Primary Source: Gettysburg Address, Abraham Lincoln
"Kernalizing" Lincoln's speech
"To be remembered—to be really and truly and historically remembered and unforgettable—is to be terse and necessarily, sometimes, to be bleak: "And the war came …," "If slavery is not wrong, nothing is wrong," "Half slave and half free …," "Of the people, by the people, for the people.
The last excerpt is taken from a speech so masterfully brief and understated that the photographer who hoped to record the speaker for the ages did not have enough time to set up his equipment. The two greatest Lincolnian addresses can each fit on one panel of a memorial in Washington that contains a brooding seated sculpture built much less modestly and more to the Ceausescu scale. What does this contrast say?"
—Christopher Hitchens,
http://www.newsweek.com/hitchens-lincoln-78019
The last excerpt is taken from a speech so masterfully brief and understated that the photographer who hoped to record the speaker for the ages did not have enough time to set up his equipment. The two greatest Lincolnian addresses can each fit on one panel of a memorial in Washington that contains a brooding seated sculpture built much less modestly and more to the Ceausescu scale. What does this contrast say?"
—Christopher Hitchens,
http://www.newsweek.com/hitchens-lincoln-78019
