Reading, Thinking, and Writing About History

Reading, Thinking, and Writing About History

4.11 - 1251 ratings - Source

Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support studentsa€™ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. a€œThe tools this book providesa€”from graphic organizers, to lesson plans, to the accompanying documentsa€”demystify the writing process and offer a sequenced path toward attaining proficiency.a€ a€”From the Foreword by Sam Wineburg, co-author of Reading Like a Historian a€œAssuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.a€ a€”Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan a€œThe C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.a€ a€”Michelle M. Herczog, president, National Council for the Social StudiesConsider the following: In an 8th-grade U.S. history class we recently observed, the teacher posed the essay question, a€œDid Andrew Jackson exceed the constitutional powers of the president when he forcefully relocated Native Americans outanbsp;...

Title:Reading, Thinking, and Writing About History
Author:Chauncey Monte-Sano, Susan De La Paz, Mark Felton
Publisher:Teachers College Press - 2014


You Must CONTINUE and create a free account to access unlimited downloads & streaming