1. Strategic Literacy and Close Reading in the U.S. History Classroom
Shane Phipps—8th Grade U.S. History Teacher and Social Studies Department Head at Decatur Township Middle School in Indianapolis

2. Based on the work of Mike Schmoker

3. What is “close reading”?
Simply put, close reading is…
Strategic reading for a specific purpose, followed by student to student discussion, whole class discussion, and reflective writing.
Teacher selects one or more texts for students to read—preferably provocative or controversial topics.
Teacher provides students with a specific purpose for their reading.
Students read with “pen in hand” and are encouraged to mark the text with their important findings to prepare for discussion.
After a period of silent reading, students pair up with a shoulder partner and discuss the reading…specifically discuss whatever it was the teacher prompted them to think about.
After sharing with each other, students will share out with class during teacher led class-discussion.
Activity ends with some form of reflective writing.
What is “close reading”?

4. The following are 4 examples of close reading activities that I had success with during the last school year. You have all the handouts in your packet.
Examples

5. The North Benefited from Southern Slavery
Do we benefit from slavery in the modern world?

6. Warm Up
Check all the labels you can on the clothes and shoes you are wearing. Write down the names of the countries where they are made.
You may need to help each other read labels in places you can’t see. (we don’t need to know where your underwear came from…)
When you have your list, write the names of the countries on the white board.

7. Video Clip 1

8. Discuss Take one minute to discuss this video with a shoulder partner.
Be prepared to share out your thoughts with the class if called upon.

9. Video Clip 2

10. Discuss Take two minute to discuss this video with a shoulder partner.
Be prepared to share out your thoughts with the class if called upon.

11. Song Analysis We are going to listen to a song.
You have a copy of the lyrics to read as you listen.
We will do an activity about this afterwards.

12. Song Analysis Activity
You will now have 10 minutes to complete the steps in the “Are My Hands Clean” song analysis activity.
Refer to the lyrics as you complete the activity.

13. But…Are Sweatshops Really That Bad? There Are Other Perspectives…

14. Read Pros and Cons of Sweatshops
You now have 5 minutes to read the article called “The Sweatshop Debate”—with pen in hand…
Pros are arguments that say sweatshops are not all bad
Cons are arguments that we should end sweatshops
As you read, mark the arguments you agree with the most. Mark at least 3 points you agree with.

15. Pair and Share
Take 2 minutes to share your thoughts about the article with a shoulder partner.

16. Exit Ticket
You have the remainder of class to complete your exit ticket.

17. How Should We Teach About Racism?
or Should We at All?

18. Video Intro

19. Article Close Read
You now have 8 minutes to read, with pen in hand, the article titled, “Is Teaching Kids About Racism a Cause of Racism?”
As you read, place a thumbs up or a plus sign next to points you agree with and a thumbs down or minus sign next to points you disagree with. Be prepared to share your thoughts with the class afterwards.

20. Pair/Share/and Compare Discussion
You now have 4 minutes to pair with someone near you and discuss your thoughts.
Share what parts you agreed with and disagreed with.
Respectfully discuss the issue.
Be prepared to discuss with the whole class.

21. Share Out and Discuss Whole class discussion.
Raise your hand if you have a comment.
Be respectful, listen, wait your turn.

22. Reflect in Writing
You will now have 10 minutes to reflect in writing about your thoughts on this subject. Include the following information in your essay.
Does teaching kids about racism add to the problem of racism? Why or why not?
Is there an age that is too young to start teaching about such things? What about 8th grade?
Do you think the history of race relations in our country has been taught in a fair and balanced way in this class? Explain.

23. Why do People Riot?
Recent issues between police and citizens have led to some pretty serious rioting and looting in several cities in the United States.
Is this something new?
Why does this happen?
We are going to look for the root causes today.

24. New York City Draft Riots—1863
In 1863, faced with declining enlistments, President Lincoln issued a military draft for the first time in U.S. History.
People who could afford it could pay $300 to avoid having to register for the draft.
In 1863, $300 was more like $6000 in today’s money.
This meant that the rich could avoid having to fight in the war and the poor could not.
Free black men also were not drafted at this time because they were not considered citizens.
Poor whites felt like they were being singled out because of who they were.
They felt like second class citizens.
They felt mistreated by the authorities in government.

25. Anger bubbles over
All this anger over feeling singled out bubbled to the surface in New York City
Poor whites rioted for 4 days
They destroyed many buildings and killed many rich whites and free blacks.
The military had to come in and end the riots.
Did the riots help their cause?
Were the rioters thinking about whether their actions were helping or hurting...or did they just react in their anger and get carried away.
Watch this video clip…

27. Close Reading Activity
You will now read an article about the New York Draft Riots with pen in hand.
As you read, look for the following things and write them on the reflection handout.
Find two quotes or passages from the article that stick with you.
Find one thing that surprised you.
Find one thing that you want to discuss.
You have 10 minutes to read and fill out your paper.

28. Baltimore--2015
In May of 2015, rioting broke out in Baltimore, Maryland.
The event that triggered this was a black man who died from a broken spine while in police custody.
Hundreds of black protesters began destroying property in anger.
Their anger had built up over their whole lifetime as they often felt targeted by authorities because of the way they looked and the neighborhoods they lived in.
They felt treated unfairly, like second-class citizens by the authorities of their government.
They lashed out in anger…the national guard came to stop the riots.
Did they make things better or worse?
Were they thinking about that at the time or were they just reacting in anger which got carried away?
Watch this video clip…

30. Close Reading Activity
You will now read an article about the Baltimore Riots with pen in hand.
As you read, look for the following things and write them on the reflection handout.
Find two quotes or passages from the article that stick with you.
Find one thing that surprised you.
Find one thing that you want to discuss.
You have 5 minutes to read and fill out your paper.

31. Partner Pair and Share
Now that you have read these two articles, discuss with a shoulder partner this question…
What do you think was the root cause of both of these riots?

32. Closing Reflection
Now that you have considered these two separate riot events it is time to compare/contrast/and reflect.
Fill in the Venn Diagram to compare and contrast
Write a paragraph to reflect on what you have learned about this today.

33. “The Carter Journals” Chapter 19
Today we will finish the Journal of Andrew Carter, Corydon, Indiana—1863 by reading chapter 19.
In this Chapter, Cody will experience an actual Civil War battle through his ancestor, Andrew.
We will reflect on what a real battle would be like through the perspective of our senses.

35. Carter Journals-Chapter 19-Close Read
You will now read chapter 19 of The Carter Journals: Time Travels in Early U.S. History which completes the journal of Andrew Carter.
In this chapter, Cody/Andrew experiences the Battle of Corydon, Indiana.
As you read with pen in hand, look for the following things.
Two “Five-Star Quotes”—and the reason you chose them.
The 5 senses of battle. Look for examples of things Cody/Andrew sees, hears, smells, and tastes, and feels as the battle happens. Use direct evidence from the text AND your own imagination for this.
Be prepared to share out at the end.

37. Read with “Pen In Hand”
You now have 20 minutes to read chapter 19 of The Carter Journals: Time Travels in Early U.S. History
Mark 2 “5-Star Quotes”
Mark places where the 5 senses of battle are described.
Be prepared to share your results at the end.

38. Q&A
Those are 4 examples of successful Close Reading Activities that I did last year.
I continue to look for more and more opportunities to use this strategy.
My goal is to devote at least 2 classes a week to these types of activities moving forward.
Are there any questions?