Transcript SWCW_presentation_REB

Integrating Common Standards
Curriculum and Civilian Role in the Civil
War
Prepared for and presented to
The Society for Women and the Civil War Conference (July 2011)
Common Core Standards:
• Are aligned with college and work expectations
(CCR)
• Include rigorous content and application of
knowledge through high-order skills;
• Build upon strengths and lessons of current state
standards;
• Are informed by other top performing countries;
• Are evidence-based.
Organization of the Standards
• K-5 Standards for English Language Arts &
Literacy in History/Social Studies, Science, and
Technical Subjects K–5
• 6-12 Standards for English Language Arts
• 6-12 history/social studies, science, and
technical subjects
– 6th-8th
– 9th-10th
– 11th-12th
Anchor Standards for Reading
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Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
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Reading Standards for Literacy in History/Social Studies, Science, and Technical
Subjects 6–12 pp. 61-62
Key Ideas and Details
Read closely, cite supporting passages
Determine central ideas or themes in a text, summarize key supporting details
Analyze how and why individuals, events, or ideas develop and interact over
the course of a text
“The object of the Sanitary Commission was to do
what the Government could not. The Government
undertook, of course, to provide all that was
necessary for the soldier, . . . but, from the very
nature of things, this was not possible. . . . The
methods of the commission were so elastic, and
so arranged to meet every emergency, that it was
able to make provision for any need, seeking
always to supplement, and never to supplant, the
Government.”
-Mary A. Livermore in My Story of the War
MY STORY OF THE WAR:
a Woman’s Narrative of
Four Years Personal
Experience…
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How did the women’s Sanitary
Commission view their role in
supporting the Civil War?
How did men support, undermine
these efforts?
Craft and Structure
What does word choice mean, why is it important?
How do words relate to one another?
How does point of view shape the text?
A Diary From Dixie:
Mary Boykin Miller Chesnut,
1823-1886
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“ The Yankees, since the war has begun, have
discovered it is to free the slaves that they are
fighting. So their cause is noble … we bear the ban
of slavery; they get all the money. Cotton pays
everybody who handles it, sells it, manufactures it,
but rarely pays the man who grows it… They grew
rich. We grew poor.”
--Mary Chestnut
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Why is word choice important?
Consider the source material –how is
a diary a unique source?
How is an edited diary different from
a non-edited diary?
How would her account differ from a
northern woman’s? An enslaved
person’s?
Integration of Knowledge & Ideas
Evaluate information presented in different formats
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Compare and contrast with Dorothea
Dix’s request that her nurses “dress
plainly, in brown or black dresses”
and sought women who were “very
plain looking.”
Does this illustration reflect the
mission of the Sanitary Commission?
Evaluate advertisement in context of
supplies/funds raised
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A Hint for the Sanitary Fair
What does this cartoon suggest about
women’s role in society at the time?
Does this advertisement focus on the
women’s actions or the results of their
actions?
Does the illustration support or diminish
women’s contributions?
Range of Reading & Level of Text Complexity
Read and comprehend literary and informational texts
Anchor Standards for Writing
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Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
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Writing Standards for Literacy in History/Social Studies, Science, and Technical
Subjects 6–12 pp. 64-66)
Text Types and Purposes
Arguments
Informatory/explanatory
Narratives
Move away from:
“How do you feel about…”
Move toward:
Writing arguments focused on
discipline-specific content
• Introduce claims
• Provide data
• Support with sources
• Adhere to discipline standards
Production & Distribution of Writing
Task/purpose/audience
Editing
Using technology
• Students write for an audience
• Students edit their own work
• Students use technology to edit, display, and
disseminate their work
Research to
Build & Present Knowledge
Short, sustained research projects
Multiple print sources, evaluate sources
Draw analysis from primary sources
• Conduct short and sustained research projects
to answer a question
• Gather relevant information from relevant
primary and secondary sources
• Draw evidence to support text
Range of Writing
Write frequently
• Write routinely over extended time frames (time
for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
Rigor
Building upon previous content
knowledge is essential  Rigor
Rigor Scaffolding
You do/I watch
You do/I help
I do/You help
I do/You watch
Further Resources
• Society for Women in the Civil War
• Maryland Historical Society
• Library of Congress
– Photos: http://memory.loc.gov/ammem/cwphtml/cwphome.html
– For teachers: http://www.loc.gov/teachers/classroommaterials/themes/civil-war/
• National Archives
– Docs Teach http://www.archives.gov/education/lessons/civil-war-reconstruction.html
– ARC http://www.archives.gov/research/arc/education/
• New York Times
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http://opinionator.blogs.nytimes.com/category/disunion/
About the CCSSI
Common Core Standards:
Why they Matter
 Make expectations for students clear to parents, teachers, and
the general public;
 Develop and implement comprehensive assessment systems
to measure student performance against the common core
state standards that will replace the existing testing systems
that too often are inconsistent, burdensome and confusing;
 Evaluate policy changes needed to help students and
educators meet the standards; and
 Encourage the development of textbooks, digital media, and
other teaching materials aligned to the standards;
Why they Matter
• In history/social studies, for example, students need to be able
to analyze, evaluate, and differentiate primary and secondary
sources.
• Students must be able to read complex informational texts in
these fields with independence and confidence because the
vast majority of reading in college and workforce training
programs will be sophisticated nonfiction
• note that these Reading standards are meant to complement
the specific content demands of the disciplines, not replace
them
Key Design Considerations:
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CCR and grade-specific standards
A focus on results rather than means
An integrated model of literacy
Research and media skills blended into the Standards as a
whole
• Shared responsibility for students’ literacy development
Putting the Standards to Use
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Science/Technical Subjects, History/Social Studies not
excluded
– Reading as historians, scientists
– Critical to develop an academic language
Students should be able to draw knowledge from text they
read
“Being able to read a range of sufficiently complex text is
the single most reliable factor of success.”
Who We Are
EdOptions is in the business of providing
Educational Learning Solutions.
We provide educators the tools needed
to increase the success of the 21st
century learner.
Our Philosophy
• Provide rigorous curriculum
• Maintain an easy-to-use interface
• Preserve the student-teacher relationship
• Deliver cost-effective solutions
What Ed Options, Inc. Does
• Provide a comprehensive range of curriculum
and preparation tools for grades PreK-12.
• Offer rigorous content created by teachers for
teachers through our award-winning products.
• Provide curriculum that is
– State-correlated
– Continually updated
– Fully Web-based
Our Numbers
• In the past 12 years, EdOptions has helped
over 1 million students reach academic
success.
• EdOptions is currently serving over 1,600
districts nationwide.
• Our school retention is currently greater than
95%.
• Year on year, an average of 62% of our
schools expand their usage.
Middle & High School Curriculum
Sciences:
Middle School Biology
Physical Science
Earth Science
Biology
Chemistry
Physics
Health
Mathematics:
Math 6
Math 7
Math 8/Pre-Algebra
Business/Consumer Math
Integrated Math
Algebra I
Algebra I, Part 1
Algebra I, Part 2
Geometry
Algebra II
Pre-Calculus
Social Sciences:
Middle School World History
Geography: An Introduction
Geography: A Comprehensive Study
World History
World History Before 1815
World History Since 1815
World History Since 1500
American History
American Government
Economics
Consolidated Government
Social Issues
Native American Studies:
Historical Perspectives
Native American Studies:
Contemporary Perspectives
African American Studies
Language Arts:
English 6
English 7
English 8
English I
English II
American Literature/English III
English Literature/English IV
British Literature/English IV
World Literature
Languages:
Spanish I
Spanish II
Electives:
Art History
Career Exploration
Structure of Writing
Computer Technology: An
Introduction