CCSS & Writing in the Social Studies Classroom

1. CCSS & Writing in the Social Studies Classroom Maggie Herrick Margaret.herrick@arkansas.gov http://adesocialstudiesplace.pbworks.com

2. CCSS & Writing in the Social Studies Classroom • Why do my students need to write? • Where do I begin? • How do I handle the grading? • Other questions? Share

3. Civilization has always been based on codified norms and recorded through writing. Writing is the concrete manifestation of thinking. Writing allows for organization of the thinking process, cognitive interactions with content, development of logic, and creative or unique presentation of how thinking can be shared.

4. The Standards for Literacy in History/Social Studies, Science, and Technical Subjects will require more writing in all classrooms including social studies.

5. Theoretical Foundation • Dewey - People optimally learn when they are confronted with substantive, real-life problems to solve. • Sizer- Studying fewer things in greater depth achieves greater levels of understanding and more appropriate learning outcomes…

6. Theoretical Foundation • Freire - “Problem posing” and “problem solving” education is the way to teach students to analyze and act upon their words; curriculum must be relevant to the immediate worlds of the students.

7. What Do the CCSS say about writing? • Handouts at your table look at literacy standards – • What do the Reading standards say about writing? • Underline or highlight verbs across grade bands

8. What Do the CCSS say? • Look at CCR – College and Career Ready Anchor Standards • Note on range and content of student writing • Now look at handout from CCSS Appendix A – writing • Table groups – look at definitions of types of writing – 3 types + special place of argument + note on • “argument” and “persuasion”

9. What Do the CCSS say? • Go back to the Literacy standards handout – pages 64-66 • Look across the grade bands • What is required of students? • How do these standards build across grade bands?

10. Informational/Explanatory Writing Skills in history/social studies • Formulate essential questions • Use and present research • Evaluate sources of information • Differentiate between fact and opinion History/Social Studies Literacy & the Common Core 2012

11. Informational/Explanatory Writing Skills in history/social studies • Develop supporting evidence • Address the issue of significance • Communicate and present conclusions and evaluative summaries with logic and reasoning look at handout – glossary terms …

12. Forms of Writing in history/social studies • Persuasive/Argumentative writing • Reflective writing • Summarizing • Reporting information • Letter-writing • Presentation of ideas and viewpoints • Narrative • Synthesizing or developing interrelationships between events, eras, the disciplines of history/social studies

13. Writing in social studies • Develop a thesis statement or reasonable hypothesis based on factual evidence • Present and defend a position with supporting documentation • Build a persuasive argument or propose a solution • Write about literature, including historical sources and historical fiction

14. Examples of types of Writing in history/social studies • Explain a process • Narration of a historical event • Analyze cause and effect connections • Compare and contrast • Analyze problems and present solutions

15. Examples of expository writing in history/social studies • Present and defend a position with supporting documentation • Build a persuasive argument or propose a solution • Write about literature, including historical sources and historical fiction History/Social Studies Literacy & the Common Core 2012

16. Even more examples • Create visuals to support expository writing (timelines, graphic organizers, charts, etc.) • Develop a multi-media presentation using quotations, key ideas, visuals, and conclusive evidence for specific audience or purpose;

17. Sample writing tasks in the history/social studies classroom • Write a letter to a congressional representative stating a position • Describe a day in the life of a historical figure • Outline the similarities and differences of historical events, eras, cultures, political regimes, etc. • Summarize a community issue or problem and pose a solution • Analyze historical cause and effect factors on the Crusades, Imperialism in Africa, the Boston Tea Party, the French Revolution, the industrial revolution, World War I, World War II, or other historical events • Explain the historical significance of an event or era • Explain the effects of economic, geographic, cultural, or political issues in contemporary society or global relations • Support or present opposition to a law or regulation • Describe primary sources to support/oppose court rulings History/Social Studies Literacy & the Common Core 2012

18. Teacher-Directed Class Preparation for the Writing Process • Direct instruction on the writing process • Teacher-directed discussion on expectations and requirements with particular attention on the avoidance of plagiarism • Rubric review and examination of samples of writing • Direct instruction and discussion on how to research credible sources of information, how to differentiate secondary from primary resources, how to evaluate sources of information, and how to identify bias and opinion History/Social Studies Literacy & the Common Core 2012

19. Teacher-Directed Class Preparation for the Writing Process • Modeling of patterns of logic and reasoning • Identification and teaching of the appropriate academic vocabulary that applies specifically to the topic as well as generic words that pertain to the genre in which students are writing • Provision of adequate time for students to review and revise for ongoing improvement

20. Pre-writing activities for student work in history/social studies • Analyze the writing prompt and place it in the proper context • Determine the purpose • Consider the audience • Develop a thesis statement • Collect, research, and sort information • Share and discuss knowledge among students regarding the topic • Evaluate information that is significant, identify related variables, and determine how to reconcile seemingly incongruent facts History/Social Studies Literacy & the Common Core 2012

21. Writing the draft in history/social studies • Develop an outline or graphic organizer into an essay with an introduction, body and conclusion. • Start the essay with a hook such as a quotation or an interesting fact • Direct the reader to the essential question and the thesis in the introductory paragraph • Develop the thesis in straightforward and concise wording using opinion authoritatively with supporting detail • Compare draft outline to assignment or writing prompt History/Social Studies Literacy & the Common Core 2012

22. Construct each paragraph with a main idea, general and specific details (three to four details), and a transition or conclusion. In the body of the essay, students should start with the weakest argument and progress to other questions raised. • Review the conclusion paragraph for clarity, specificity, and logic. Rather than offering a simple summary, the formal history/social studies essay concludes by restating the thesis and applying the analysis to a broader context to show significance. • Review the introduction paragraph for overall consistency

23. Revising, editing, and publishing in history/social studies • Provide support over time for ongoing improvement • Use tools such as word sorting activities, computerized word banks, or a thesaurus for word choice variety and specificity • Utilize strategies such as peer review, read-alouds, and question-the-author • Verify that the message is clear, logical, and supported • Reread for consistency, coherency, and clarity • Check for punctuation, complete sentences, capitals, grammar, and paragraph structure • Review for appropriate and consistent text features such as font sizes, bold and italicized print, labels, charts, maps and pictures • Include the source citations, bibliography, and footnotes in the appropriate format History/Social Studies Literacy & the Common Core 2012

24. Include • Ways for students to show creativity • Ways for students to self-evaluate and reflect. • A variety of ways for students to communicate. • Ways for students to interact with each other

25. Remember to Include • A variety of ways for the work to be evaluated • Clearly stated goals and objectives • Ways for students to research the topic • Ways to tie the learning to real world experiences