1. Tools for Teachers: Connecting Social Studies and the CCSS Text-Based Evidence and Argument

2. Session Objectives As a result of this session, participants will… EXPLORE text-based evidence and argument ENGAGE in identifying characteristics of using text-based evidence and argument CONNECT questioning strategies to classroom discussion REFLECT on how text-based evidence and argument impacts teaching and learning

3. Watch the following video and answer the questions that follow: 1. What is text-based evidence and argument? 2. What does it look like in the classroom? 3. What strategies will I need to help students understand hot to identify and use text-based evidence and argument? 4. What challenges will I face as students develop proficiency using text-based evidence and argument? EXPLORE: How do we engage students using text-based evidence and argument in our current practice? The Paideia Seminar- CLICK HERE Use the Characteristics worksheet you printed in the last lesson – add 3 to 4 characteristics on the worksheet.

4. ENGAGE Characteristics of Text-Based Evidence and Argument Use the “Characteristics” chart from the last Module, Reflect on HOW you will incorporate the ideas viewed into your practice.

5. Connecting ideas, read articles: READ: Developing Democratic Citizens Through the Use of Socratic SeminarDeveloping Democratic Citizens Through the Use of Socratic Seminar VIEW: Socratic Seminar: Supporting Claims and CounterclaimsSocratic Seminar: Supporting Claims and Counterclaims ANSWER: Questions on the Journal sheet CONNECT Text-Based Evidence and Argument to Classroom Practice Use the JOURNAL provided to answer the questions. Discuss with your table partners.

6. Review the following websites for your grade band: Elementary: Paideia Active Learning: Seminar Lesson PlansPaideia Active Learning: Seminar Lesson Plans Middle School: Socratic SeminarSocratic Seminar High School: Literacy Design Collaborative: History/Social Studies Literacy Design Collaborative: History/Social Studies CONNECT Text-Based Evidence and Argument to Classroom Practice Complete the Chart – on Reflect: Describe one new way you could incorporate this lesson-type into your practice.

7. Using the Tools learned in this Module – Identify ways instruction around text-based evidence and argument is relevant to your teaching. Where will you begin to incorporate lessons learned? What support do you need to get started? Time to Reflect

8. Secondary Social Studies Licensure Program A list of student inquiry lesson plans Secondary Social Studies Licensure Program Using Socratic Questioning A portal with resources for conducting Socratic seminars Using Socratic Questioning Structured Academic Controversy (SAC) A guide and handouts for conducting SAC Structured Academic Controversy (SAC) Doing CL: Structured Academic Controversies An introduction and resources for conducting SAC Doing CL: Structured Academic Controversies Additional Resources

9. We would like to thank the following partners & contributors: MAISA – Michigan Association of Intermediate School Administrators, General Education Leadership Network (GELN) Project REMC Association of Michigan – Regional Educational Media Center for the funding of this project The Aspen Institute – PowerPoint graphics Teaching with Midwest Region – for the content references CREDITS