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Interdisciplinary Literacy - Social Studies


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Presentation of the Social Studies Interdisciplinary Study Group - EMWP - Andrea Gilles, Michelle McLemore , Judy Wycoff, Dawn Putnam, and John Stauton

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Interdisciplinary Literacy - Social Studies

  1. 1. Common Core Standards Meet Social Studies Content Expectations Eastern Michigan Writing Project Disciplinary Literacy Inquiry Group History/Social Studies4/14/2012 1
  2. 2. Who we are . . .  4 SE Michigan Secondary Teachers of Social Studies and English Language Arts, collectively working with richly diverse student populations in schools situated in rural, urban, and suburban communities.  Alumnae of the Eastern Michigan Writing Project Summer Institutes;  Serve as EMWP Teacher Consultants;  Serve in leadership and professional development roles within our schools and ISDs;  A Teacher Inquiry Community focusing on Disciplinary Literacy in History and Social Studies4/14/2012 2
  3. 3. Our inquiry . . .  General question as a group:  What happens when we bring what we know about writing processes and writing to learn strategies to bear on the Common Core Standards for History and Social Studies? How can we and our students use writing to understand history/social studies?  Individually, we each had questions specific to our own classroom contexts and curricular goals, each of us was seeking ways to help students develop the habits of mind that writers in the discipline use to pursue their inquiries.4/14/2012 3
  4. 4. Our Invitation and Engagementtoday will…  Present a cycle of inquiry about history/social studies content  Demonstrate multiple ways to situate writing throughout an inquiry cycle  Model an inquiry stance to our own teaching by deliberately taking on a topic not already firmly embedded within our regular curriculum  Encourage you to take risks so that you and students can encounter material that is timely, topical, and relevant to your individual and shared experiences4/14/2012 4
  5. 5. Writing that meets the Standards and Expectations  One goal of Social Studies education is to foster active responsible citizens.  One goal of common core is to teach kids to be flexible writers. 4/14/2012 5
  6. 6. from College and Career Readiness Note on range and content of student writing: “For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought and felt. . . . Students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately.”4/14/2012 6
  7. 7. from Common Core Standards • Students will “write routinely over extended time (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.” • Students will “produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.” • Students will “write arguments focused on discipline-specific content.” • Students will “conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem.”4/14/2012 7
  8. 8. from SOCIAL STUDIES HIGH SCHOOL CONTENT EXPECTATIONS V.10.07 (page 9)Active Responsible Citizens Our constitutional democracy requires active citizens. . . .The social studies curriculum prepares students to participate in political activities, to serve their communities, and to regulate themselves responsibly.The Responsible Citizen:• Uses knowledge of the past to constructmeaningful understanding of our diversecultural heritage and inform his/her civicjudgments (Historical Perspective)• Uses methods of social scienceinvestigation to answer questions aboutsociety (Inquiry)• Knows how, when, and where to constructand express reasoned positions on publicissues (Public Discourse and DecisionMaking)• Acts constructively to further the publicgood (Citizen Involvement)4/14/2012 8
  9. 9. 4/14/2012 9
  10. 10. Elicit student investment Writing- to- learn techniques: * brainstorm - what do they already know? * take a stand in response to a question * elicit questions they need to answer in order to solve the big question4/14/2012 10
  11. 11. Get them invested  If we simply feed students information, they tend to reject it.  If, however, we let them come to a conclusion, they can become more involved and invested in the topic and they can become more motivated to care about it.4/14/2012 11
  12. 12. For instance… try a little pretest:  Are Americans more or less charitable than citizens of other countries?  Put these countries in order, starting with the country that gives the most to charity and end with the country that gives the least: Italy, Germany, France, United States.4/14/2012 12
  13. 13. Some more food for thought:  Charity is not the only way citizens give. What about donating time or volunteering? Where do you think America stands in comparison to the Netherlands, Switzerland, or Germany?  Who donates more (percentage-wise), the rich or the poor?4/14/2012 13
  14. 14. The Philosophy of Giving  Who do you think contributes more to charity-those people who believe government should do more to reduce income equality or those who believe government should NOT be an income leveler?4/14/2012 14
  15. 15. Some answers…  In terms of gross dollar amounts, Americans are the most charitable country in the world. In 2006, Americans gave $295 billion to charity.  3 ½ times more than the French  7 times more than the Germans  14 times more than the Italians4/14/2012 15
  16. 16. More answers  In 1998, Americans were 15 percent more likely to volunteer their time than the Dutch, 21 percent more likely than the Swiss, and 32 percent more likely than the Germans.  The American rich are generous. Those whose household income is a million or more make up about 50% of charitable giving in America.  But low-income working families are the most generous of all, giving a greater percentage of their income to charity than other income groups.4/14/2012 16
  17. 17. Rich or poor..  In 1996, people who believed the United States government should NOT take greater measures to reduce income inequality gave, on average, four times as much money to charity each year as those who believed the government should equalize incomes more.4/14/2012 17
  18. 18. Work Cited Brooks, Arthur. “A Nation of Givers,” The American: The Online Magazine of the American Enterprise Institute. Mar/Apr 2008. Web. 18 Mar. 2012. _____ But for more of the story and for additional data and context, see also: p/08/charitable-giving-country 18
  19. 19. What do these facts mean to us?  Should America be the big brother of the world? Is the well-being of much of the rest of the world our responsibility?  Does our engagement in so many areas of the world hurt America or help us?  What is our duty as American citizens with respect to charitableness? Do I have to volunteer or donate to be a good American?4/14/2012 19
  20. 20. Remarks of Senator John F. KennedyAt 2:00 a.m. on October 14, 1960, Senator John F. Kennedy addressed students on the steps of the University of Michigan Union. In his speech, he challenged the students to give two years of their lives to help people in countries of the developing world. The following is a transcript of that speech.JFK Speech4/14/2012 20
  21. 21. Essential Questions  Is JFK’s statement still true today?  Why should Americans volunteer?  How can we be involved as volunteers?  Who needs my help?  What are some problems in my community where I can make a difference?4/14/2012 21
  22. 22. 4/14/2012 22
  23. 23. DISCOVERING RESEARCHABLE QUESTIONS Problems in my Community Needs that are unfilled People who don’t have a voice Different ways to help4/14/2012 23
  24. 24. Narrowing Down the Topic 1. Select one issue you feel passionately about from your chart 2. See if there are voices, needs and/or methods that naturally connect from your chart 3. Write the issue in the center of a blank sheet and branch off the voice, need and method from it 4. Then break the issue down as specifically as possible to really get at the root of what you want to cover Elementary Example: Diapers Teens Voice-kids Need-clothes PreschoolWinter coats PovertySummer clothes Volunteer Shelter Clothing drive 4/14/2012 24
  25. 25. Once you’ve identified your goal. . .4/14/2012 25
  26. 26. …awareness of others’ positionsbecomes equally critical.4/14/2012 26
  27. 27. To persuade, PICK your argument  State your Position (minor or major premise)  Identify your opponent’s position (minor or major)  Concede to a small part of their concerns Then, give a Kick –butt rebuttal4/14/2012 27
  28. 28. Understanding the nay-sayer  Common concerns revolve around:  Why is it my business?  Who has the $$ ?  Who has the time ?  Will it make a long- term difference?  What will people think of me?4/14/2012 28
  29. 29. Pair Off  List your reasons or  Brainstorm your examples for your goal in opponent’s counter order of strongest to reasons/ excuses/ weakest examples/ concerns for each one.  Following that concern, what has the opponent  Which concern can you not considered? What see as reasonable in are the limits? Or some cases or in some alternate evolutions? situations? (concede) (Rebuttal)4/14/2012 29
  30. 30. Smooth the song with transitions  “Another reason…” (Position)  “Some may believe” (ID Others’ Pos.)  “It’s true” or “It’s possible that…” (clear concession)  “However” or “Yet” (To begin a rebuttal)4/14/2012 30
  31. 31. How much awareness must you demonstrate? It depends on your purpose and the audience you are trying to reach.4/14/2012 31
  32. 32. 4/14/2012 32
  33. 33. Objectives  Students will think about how they, as citizens, can be involved in their community—either local, state, national or global.  Students will recognize ways their opinions may be communicated.4/14/2012 33
  34. 34. R.A.F.T. Role Audience Form Task You are an active, Persuade responsible citizen Influence Convince Sway Argue Encourage Promote Endorse Support4/14/2012 34
  35. 35. Improving student writing  Giving options fosters flexibility.  Giving choices promotes investment in the process.  Making genre, audience, and purpose explicit helps students to be more strategic writers.  Builds awareness of how we, as active responsible citizens, can have a voice.4/14/2012 35
  36. 36. Next Steps expectations:Focus on genre specific  Rough draft – What do students already know?  Use models – What do students notice?  Model – What specific mini-lessons (5 to 10 minutes) would benefit students?  Revise – What can students now do?4/14/2012 36
  37. 37. What conversations do you want to foster among your students? What questions do you have for them about your shared communities?4/14/2012 37