1. Argument writing in history and social studies

2. The old way of teaching…Going, going,...
“Giving notes” from powerpoint presentations...
“This is important, write this down...”
“Read pages in your textbook and answer...”
“Complete the worksheet...”
...OK, not gone, but a lot less prevalent.

3. New History Instruction
Based on research about how students understand history and read historical documents
Research is primarily from fields of History Education (Wineburg, VanSledright, Levstik, Barton), and Reading/Language Arts Education (Guthrie, Afflerback, Torney-Purta)
Students show interest and learn history best when it is taught as an investigative process -- like the practices of real historians

4. New History Instruction
Research coincided with the introduction of Teaching American History Grants
Has influenced both instruction and instructional materials unlike any other movement in social studies
Students read and analyze primary and secondary sources to develop interpretations of historical events, and then conduct evidence-based argumentative writing to support their conclusions.

5. Writing arguments
Writers often make their arguments through essays. When presenting an argument on a topic in history or social studies, the writer analyzes evidence from primary and secondary sources and tries to convince the reader to share his or her analysis by providing strong reasons and evidence. This type of argument essay may try to change the reader’s view of an event or issue, convince them to act a certain way, or accept the writer’s analysis of an event, a historical person, or a problem.

6. Social Studies is primarily the application of language arts
and critical thinking skills to
specific concepts and content

7. What is History?
Accounts/narratives different depending on perspective
We rely on evidence to construct account of the past
We must question the reliability of evidence
Any single piece of evidence is insufficient
We must use multiple sources to build a plausible account
Reading Like a Historian
Stanford History Education Group

8. Sourcing Who wrote this? What is the author’s point of view?
Why was it written?
When was it written?
Is the source believable?
Reading Like a Historian
Stanford History Education Group

9. Contextualizing What else was going on?
What was it like to live in this time?
What things were different?...the same?
What would it look like to see this event through the eyes of someone who lived back then?
Reading Like a Historian
Stanford History Education Group

10. Corroboration What do other pieces of evidence say?
Am I finding the same information everywhere?
Am I finding different versions? Why?
Where else could I look to find out about this?
What evidence is most believable?

11. Close Reading What claims does the author make?
What evidence does the author use to support those claims?
How is this document supposed to make me feel?
What words of phrases does the author use to convince me?
What information does the author leave out?
Reading Like a Historian
Stanford History Education Group

12. Comparing Sources
Conduct a close reading of the two textbook excerpts about the Boston Massacre
In what ways do the authors attempt to influence the reader?
Which source would you consider more reliable? Why?
Are textbooks reliable sources?

14. Argument Writing Quick Cards

15. What do we think this looks like in social studies?

16. Historical Investigations, DBQs, History Labs
Essential Question
Use Historical Thinking Skills to Examine, Evaluate, Analyze, and Interpret Sources
Develop a claim based on the evaluation of evidence
Support claim with evidence from sources
Address counterclaims with evidence from sources

17. Argument “Structure” Claim (Topic Sentence) Evidence
Paragraph Format:
In ANY order!
Claim (Topic Sentence)
Evidence
Explanation/Analysis (elaboration)
Counterclaim
Rebuttal with Evidence
Concluding Sentence

18. Where do we begin?
Find appropriate texts to show pros/cons of evidence on a topic.
Article can be given by the teacher or found by students in their research.
Construct a writing prompt to support argumentative writing.
Have students dissect the prompt before reading text so that they fully understand the task at hand.