1. social studies -- you’ll need our help! Argument writing in history and social studies Mark Stout, Coordinator of Advanced Programs & Secondary Social Studies ELA Retreat -- October 5, 2011

2. Goals Develop an awareness of recent developments in best practices for history and social studies Increase understanding about the natural connections between Language Arts and Social Studies See examples of how social studies teachers are implementing argument writing and engaging students with complex text.

3. History and Social Studies Take a moment at your tables and generate 2 or 3 “buzzwords” typically associated with history and social studies instruction. Feel free to be brutally honest!

4. Going, going,... “Giving notes” from powerpoint presentations... “This is important, write this down...” “Read pages 56-67 in your textbook and answer...” “Complete the worksheet...”...OK, not gone, but a lot less prevalent.

5. New History Instruction Based on research about how students understand history and read historical documents Research is primarily from fields of History Education (Wineburg, VanSledright, Levstik, Barton), and Reading/Language Arts Education (Guthrie, Afflerback,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

6. 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.

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

8. Historical Thinking Skills Sourcing (Who?, When?, Bias?) Contextualizing (Imaging, Historical or Cultural Context) Corroborating (Cross-Checking, Evidence Triangulation) Close Reading (Critical Reading, Tone, Language Usage) Sourcing (Who?, When?, Bias?) Contextualizing (Imaging, Historical or Cultural Context) Corroborating (Cross-Checking, Evidence Triangulation) Close Reading (Critical Reading, Tone, Language Usage) Reading Like a Historian Stanford History Education Group

9. 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 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

10. Sourcing Who wrote this? What is the author’s point of view? Why was it written? When was it written? Is the source believable? 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

11. 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? 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

12. 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? 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?

13. 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? 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

14. 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? 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?

16. Argument Writing Quick Cards

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

20. Instructional Support Materials At your tables, examine the instructional materials What kinds of skills are students expected to demonstrate? Describe how these materials support the systemwide initiative of argument writing At your tables, examine the instructional materials What kinds of skills are students expected to demonstrate? Describe how these materials support the systemwide initiative of argument writing

21. 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 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

22. Questions and Comments...