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Literacy in History/Social Studies: Strategies for Middle and High School Classrooms
- 1. + Literacy in History/Social Studies: Strategies for Middle and High School Classrooms
- 2. + Welcome and Introductions Liz Howald Consultant for Global Programs Primary Source
- 3. + Today’s Session Goals: Overview of Common Core & Literacy for Social Studies Provide examples and strategies of literacy in social studies Agenda: Model Close Reading with FDR’s Four Freedoms Speech Model integration of various sources using Korea text and graphs Provide examples of text-dependent questions using Chinese Exclusion Act Provide sample writing prompts for each source
- 4. + Primary Source We are a non-profit, global education organization that educates K-12 teachers about world histories, cultures, and global issues. Courses and Workshops International study tours Classroom-ready resources www.primarysource.org
- 5. + Experience with the Literacy in Social Studies/History ELA Common Core Scale 1 of 1 – 5 The Common Core? What’s that? 2 3 4 5 I integrate Common Core ELA Standards into my lessons every day. I’m just at the program today because I love professional development.
- 6. + Social Studies/History and the Common Core No Common Core Standards for Social Studies/History Content Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 6-12 Integrated within 2011 Massachusetts Curriculum Framework for English Language Arts and Literacy
- 7. + Anchor Standards for Reading Key Ideas and Details 1. 2. 3. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure 4. 5. 6. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. 8. 9. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.
- 8. + Reading Standards for Literacy in History/Social Studies Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine central idea of primary/secondary source and summarize. 3. Identify, Analyze, and evaluate events/actions (cause/effect) using textual evidence. Craft and Structure 4. Determine meaning of words in texts. 5. Analyze structure of primary/secondary source. 6. Identify, Compare, and evaluate multiple points of view. Integration of Knowledge and Ideas 7. Integrate multiple sources of information in diverse formats (e.g., visuals, quantitative data, etc.). 8. Evaluate evidence and claims. 9. Evaluate multiple sources on the same topic. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.
- 9. + Reading in History/Social Studies Different types of texts Primary Source: Historical letters, journals, documents, newspapers, artifacts Secondary source: narrative, informational/explanatory Texts created in or describing events from the past. Sourcing (author perspective, author bias) Contextualization (what was going on at the time) Corroboration (how does the document relate to other sources/texts) Interpretation/Evaluation Vocabulary obsolete/non-contemporary words or spelling (e.g. “the Gilded Age”) Metaphors (e.g., “Black Thursday”)
- 10. + Selecting Sources Text Not Complexity all texts require close reading Excerpts that support overall understanding, key ideas, key terms (short but complex) Understanding what makes the text complex Knowledge of the text
- 11. + Adapting Sources for Accessibility Focusing Ellipses 200 – 300 words Simplification Conventional syntax, spelling, punctuation Presentation 16 pt font White space Wineburg, S., & Martin, D. (2009). “Tampering with history: Adapting Primary Sources for Struggling Readers.” Social Education, 73(5), 212 – 216.
- 12. + Close Reading: The Core of Common Core Literacy
- 14. The first thing I notice is the document. It’s typed in blue. The type doesn’t look like a computer. Was it typed on a typewriter? The paper has marks on it and looks old. I wonder how it was used?
- 15. What else do I know about the text that doesn’t show up here? The title of the document was listed as Franklin Roosevelt’s Annual Address to Congress on January 6, 1941 (Four Freedoms). That means FDR gave the speech. I think I’ve heard of the Four Freedoms but I need to read more of the text to figure out what Four Freedoms means.
- 16. Next I look at the top where it says “Message to Congress 1941”. Who delivers a message to Congress? I know the President of the United States can. I assume the speech was given in 1941 because of the date. What happened in 1941? I need to find out what day the speech was given to know if it was before or after the US entered WWII. The document title said January 6, 1941. That would be a year before the US entered WWII.
- 17. I picture Franklin Roosevelt standing in front of Congress. I’ve seen pictures of him in front of Congress so in my mind I see that image.
- 18. Why does he use the term “unprecedented”? What’s going on at the time? Is it really the biggest threat to the United States? What about the War of 1812? The Civil War? (Well, the Civil War was a threat from within and not “without”.) Or WWI? I think this speech is near the start of WWII.
- 19. There – he mentions the Civil War. My prediction was right. He’s supporting his use of the word “unprecedented” by admitting there were other wars. I think the difference is a foreign enemy. Roosevelt mentioned that previous crises were domestic.
- 20. Which two wars? Prior to 1914, maybe he means War of 1812 and Spanish-American War. He’s using “serious threat” to show that 1941 is different from the past. I think this is important. FDR is stating that the US opposes isolation. He uses the metaphor of an “ancient Chinese wall” to illustrate US will not just stay inside the US. Does this speech signify a break in US policy?
- 21. I wonder what was crossed out? It looks like “the door.” This is different from today where I erase text on my computer. I wonder who’s handwriting that is? Was it FDR’s?
- 22. What do I know after reading the first two pages? Franklin Roosevelt is telling Congress that the U.S. is facing an unprecedented serious threat from other countries. And he doesn’t want the U.S. to be isolationist. Where else have I seen the word “isolationist”? When we studied WWI and some Americans did not want the United States to get involved in the war. Maybe some people don’t want the U.S. to get involved in the war in Europe in 1941.
- 23. + What specific things did I model? Prediction Sourcing Contextualization Corroboration Questioning Text-to-self connections Building on prior knowledge Using context clues to define new vocabulary Summary
- 24. + Sentence Starters Key Ideas and Details •I predict… •I expect the next thing to be… •My prediction was… •I’m confused by… •I don’t know what [this word] means. Based on the clues in the text, I think it means… •At this point, I understand… •The argument up to here is… •A one-sentence summary of this passage is… •This author probably believes… •The evidence that the author uses to support his/her argument is… •The audience for this text is most likely … •This section reminds me of… •I don’t understand why the author … •One claim that the author makes is… •This statement is (the same as/different from) a statement this author made (elsewhere in the text/in a different text). I think the author… •I think the author wrote this … •The author does not include … •I know from other sources that [this event or movement] was happening at the time this source was created. This makes me think… •I (agree/disagree) with this statement because… •This account is the (the same as/different from) … •Based on what I know from other sources, I think… •I need to read [another source] to find out… •When the author was alive, many people thought… •I wonder… •This makes me think about… •This text was written (before/after) the other text which might mean… Craft and Structure •I wonder why the author… •I think the author used this (word/phrase) because… •The author uses this (word/phrase) multiple times, which makes me think… •I think the author used [this word/phrase] to make the (reader/audience) feel… Integration of Knowledge and Ideas •I (agree/disagree) with this statement because… •This is (the same as/different from) what we studied in history class because… •This text claims … whereas our textbook states…
- 25. + Other Ways to Examine This Text 1. Close Reading 1. Reading 3 times w/ Text-Dependent Questions 2. Language and Rhetoric (“freedom of” and “freedom from”) 3. Audio of the Speech 1. 4. http://docs.fdrlibrary.marist.edu/real/4free do1.rm Related Images (integration of knowledge from different types of sources)
- 26. + Other Ways to Examine This Text
- 27. + Things to Keep in Mind 1. Use short excerpts 2. “Chunk” text and number each section 3. Allow enough space on the page for students to write on the document 4. Start off by focusing on one or two skills and then add-on
- 28. + Other Great Texts for Close Reading Kennan Memorandum: Latin America and the Cold War Japan’s Peace Constitution: World War II Ho Chi Minh Speeches: Vietnam War Tawakkol Karman Nobel Speech: Middle East/Women in ME Coal Mining Legislation in India: Human Rights/Environment Lessons based on each at www.primarysource.org/primarysourceworld
- 29. + Integration of Knowledge and Ideas: Multiple Sources of Information
- 30. + I see 2 bars, so this must be comparing 2 things. I think I remember reading about the 28th parallel, but I need to find out exactly what its significance is. The date says 1939, so this is before WWII and the Korean War. What accounts for height differences? Nutrition? Genetics?
- 31. + I see 4 bars, so we must be comparing different information. The date is different, too. About 60 years separates the data in these graphs. N Koreans are no longer taller on average; they are quite a bit shorter. What might account for this? What happened? Korean War…Division of Peninsula… Famine?
- 32. + My prediction was right; there’s a hunger crisis. This might be what has affected growth. The date on this article is 2009, which means the problem still exists. I wonder what’s caused the crisis? What is food aid? How is the U.S. involved? What does “truculent ward” mean? Why does North Korea call the hunger crisis an “eating problem” rather than a famine? http://resources.primarysource.o rg/koreachallengeshopes
- 33. +
- 35. + Other Great Topics/Resources for Integrating Knowledge Across Sources India Energy Consumption Graphs: Environment “En Eso Llego Fidel” & “Latin America in the Cold War” text “Once Upon a Time in Afghanistan” photo essay, “Power Shifts in Afghanistan History” map essay, and “No Story is Simple” text Vietnam Oral History Interviews & “The Vietnam War through Vietnamese Eyes” text Chinese Propaganda Posters & “Women’s Roles in China” text UN’s “Impact of Armed Conflict on Children” & Children’s Testimonies Lessons based on each at www.primarysource.org/primarysourceworld
- 37. + Text-Dependent Questions Questions Not that require answers from the text just recall questions Use text evidence to make inferences beyond what is written in text Progression from explicit text to implicit meanings from the text(s) Can also include prompts for discussion and writing Questions that help students understand the key historical significance and understandings of the text
- 38. + Text-Dependent Questions Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas general understandings, key details, who, what, where, when, why, how, themes, central ideas vocabulary, text structures, syntax, meanings, language, organization Inferences, arguments, opinions, intertextual connections
- 39. + The Chinese Exclusion Act What do you want students to consider and know from a reading of this document?
- 40. + Non-example/Example NOT Text-Dependent How did Chinese immigrants feel with the passing of the Chinese Exclusion Act? Text-Dependent What specific restrictions did the Chinese Exclusion Act place on Chinese immigrants once it was passed in 1882?
- 41. + TDQ: Key Ideas and Details Who was the author/creator of this source? When was this act approved? Who was impacted by this act? What rules does this act establish for Chinese immigrants? What is significant about November 17, 1880 in relation to this document? As a result of this act, what did Chinese immigrants need to produce when leaving or entering the United States at this time? What does this document decry about American citizenship for Chinese immigrants at this time? What punishments did people face if they disobeyed this act?
- 42. + TDQ: Craft and Structure The term “Chinese laborer” is used throughout the text. How is this term defined in the document? What does the term suggest about why Chinese immigrants came to the United States in the late 19th century? What are the text features of this Congressional Act? How is the document organized? This document is known as the Chinese Exclusion Act. What does “exclusion” mean? Where does the word appear in the text? What other words or phrases are used as a substitute for “exclusion”?
- 43. + TDQ: Integration of Knowledge and Ideas Why was this Act created? Use evidence from the text to support your answer. Based on your reading of the text, discuss with a partner what impact this act might have had on Chinese immigration to the United States once the act was passed.
- 44. + Supporting Document • Identify all of the pieces of information included in this certificate that were outlined in the Chinese Exclusion Act. Annotate both texts. http://imgzoom.cdlib.org/Fullscreen.ics?ark=ark:/13030/kt7w10224t/z1&&brand=calisphere#
- 45. + Writing
- 46. + Anchor Standards for Writing Text Types and Purposes 1. 2. 3. Write Arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. Production and Distribution of Writing 4. 5. 6. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. 8. 9. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- 47. + Writing Standards for Literacy in History/Social Studies Text Types and Purposes 1. 2. 3. Write arguments focused on discipline-specific content (e.g., claims, counterclaims, evidence). Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Incorporate narrative accounts into historical analysis.* Production and Distribution of Writing 4. 5. 6. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach for a specific audience. Use technology, including the internet, to produce, publish, and update individual or shared writing and revise to incorporate new information. Research to Build and Present Knowledge 7. 8. 9. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess each source, integrate information selectively, avoid plagiarism, and follow standard format for citations. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- 48. + Good Writing Starts with Great Questions Different kinds of questions lead to different kinds of writing. Decide what kind of writing you want your students to do (argument, explanatory, narrative) and craft your question with that in mind. Evaluative questions compel students to make a claim and cite evidence to support it. Logical Structure Follows: Claim—background information—argument (subclaims, evidence, reasoning)—counter argument— refutation
- 49. + Roosevelt Speech Was it appropriate for Roosevelt to group “Freedom from Want,” and “Freedom from Fear” with “Freedom of Speech” and “Freedom of Worship” in the Four Freedoms Speech? Listen to the audio of the speech. Write how hearing the speech affects your answer to the question. Look at the Norman Rockwell paintings. Write how he might answer the question. Have a debate on the question in which students must present their claims, cite evidence, and refute opposing positions. Write a research paper that supports your argument with other primary and secondary sources.
- 50. + Korea Graphs & Documents Should the United States continue food aid to North Korea, and if so, under what conditions? Watch 60 minutes special on Shin Dong-hyuk, escapee from a North Korean prison camp, and write how hearing his story affects your answer. Have students write a letter to their state representatives advocating for or against food aid to North Korea, citing specific evidence for their argument. Have a debate on the question in which students must present their claims, cite evidence, and refute opposing positions. Write a research paper that supports your argument with other primary and secondary sources.
- 51. + Chinese Exclusion Act What did the Chinese Exclusion Act suggest about how Americans viewed Chinese immigrants in the 1880s? Explore the Poetic Waves/Angel Island website and read some of the poetry written by Asian immigrants. Write the effects of the Chinese Exclusion Act on immigrants citing specific information from the Chinese Exclusion Act and Angel Island Poetry. Conduct research on current immigration policy in the U.S. Write an explanation of how immigration policy has evolved since the 1880s.
- 52. + Questions? elizabeth@primarysource.org Watch other Primary Source Webinars: Teaching Chinese History with Primary Sources Teaching Japan: New Online Resources from Primary Source Teaching India: Literature and Online Resources for the Secondary Classroom Online Resources for Teaching the History, Politics, and Culture of Korea http://www.youtube.com/primarysourceinc THANK YOU!
Editor's Notes
- Welcome to Literacy in History/Social Studies: Strategies for Middle and High School Classrooms. We’ll be getting started shortly, so if you need to use the restroom, grab a snack, or warm up your coffee, now’s a great time to do so.
- Hi Everyone, and Welcome! My name is Liz Howald….before I started working for PS, I wrote and edited social studies curriculum for Houghton Mifflin and was a high school social studies teacher (9th & 11th) I know you are all middle and high school teachers from Shrewsbury, but I hope that through a few of the interactive components I’ve built in, I’ll get to know a bit more about you, too. How are we set up? Is everyone watching on the same screen, or are you all at individual computers?
- I know most—if not all—of you are familiar with PS, but just in case anyone is new to our work, I wanted to take just a moment to tell you about what we do.
- I Before we begin, I just want to get a sense from the group our familiarity and experience with the Common Core. We’re going to do a little scale. (If at individual computers, ask people to type in their response. If everyone is watching one screen, just have them think about where they are and why…maybe have them raise their hands and look around the room…”I’m guessing you saw a wide variety of answers…” On a scale of 1 to 5, decide what your level of experience or familiarity with the common core is and raise your hand with the number. On this scale, 1 is low – The Common Core? What’s that? As in you have little-to no experience, and “5” is expert level. You know everything and are here to enjoy professional development and the company of fantastic teachers.
- Just to get us all on the same page, I want to point out a few things about the Common Core. We are not all at the same level with the CC here, and that’s fine. There’s no way that we could address all aspects of the common core in a 1 hour webinar, and we’re not trying to. The purpose of this program is to consider some aspects of reading and writing as it applies to social studies, and, by extension, the Common Core. As you’re aware, there are no Common Core standards for social studies/history content. In Massachusetts we’re still working off the 2003 content frameworks. At this point, social studies and history only intersects with the Common Core standards for English Language Arts and Literacy. Within that document there is a strand applying literacy standards to social studies, science, and technical subjects. This might be a good time to interject a disclaimer about today’s program, and what it is not. None of us here work for the Massachusetts DESE. We’re only privy to information that has been made public about the Common Core. We’re not experts in policy around the Common Core. What we are experts in is the content and skills that we think are at the core of the common core, pun somewhat intentional. We want you to leave here feeling equipped with a few strategies to help you think about integrating some of the principles of the Common Core literacy standards into your social studies instruction. (I should also be clear here that I use the terms social studies and history interchangeably. I know philosophically and theoretically they have different definitions, but I tend to use the terms in the popular sense.
- In front of you you’ll see a handout of the pages in the MA ELA standards for literacy in social studies grade 6-12. From this point forward, when we talk about the Common Core, we’re mostly going to think about the standards in terms of 6-12 social studies-specific standards. How many of you have seen this document before? I’m assuming most of you have so we’ll run through this. Again, I just want to start off with all of us in the same place. If you do have questions or if I’m going too fast – or too slow – please stop me. I don’t want to take up too much of our time. The first page – the Anchor Standards for Reading – are the main concepts in the ELA framework. When reading, students should be able to analyze Key Ideas and Details – (what the text says), Craft and Structure of the text (how the text says it), integrate their knowledge and ideas (what the text means), and read at an appropriately complex-text level (exposing students to challenging but grade-appropriate texts). What that specifically looks like in social studies is on the next page.
- The Common Core Standards separate the standards by grade level (6-8, 9-10, and 11-12), building developmentally on key concepts. Here, I’ve narrowed it down to the basic themes of each standard; just know that it may vary slightly depending upon the grade level. I’ll try to give some examples of that as we go through specific strategies and teaching ideas. Basically, for key ideas and details, we’re looking at analyzing primary and secondary sources. Determining and summarizing main ideas and thinking about causal relationships and evidence. These are things we probably do a lot with already in social studies. The Craft and Structure may be a little less familiar. These standards get at text structure. Meanings of words, development of text and arguments, point of view. Integration of Knowledge and Ideas should be a little more familiar. Integrating multiple sources, evaluating evidence and claims, evaluating multiple sources. Those historical thinking skills that we’re good at. And the last one on text complexity. Primary sources are complex. We’re surrounded by complex texts. That’s why it’s so challenging to teach our subject, right?
- We’re going to focus on the ways in which reading in history is different from other types of reading. There are some aspects of reading in history that are discipline specific. In addition to what we just talked about, here are a few other disciplinary-specific characteristics of reading in history/social studies. We have lots of different types of text. Primary Sources in a variety of forms – narrative, letters, journals, newspapers, speeches. Secondary sources that could be informational, explanatory, narrative. We’re using texts that were created in or describe events in the past. It’s important to think about the source – author perspective, bias; the context – what was going on at the time the source was created; corroboration – how the document relates to other sources. We think of all of these things as we read to interpret and evaluate what we read. We also have vocabulary. It’s not a lot of technical terms like you find in science that only have one meaning. Our vocabulary has obsolete or old words that no one uses, metaphors, and arcane words or spelling. Those are just a few things. There are definitely things we want students to do differently when they read a social studies text than they would do if they were reading something in science. Let’s see how some of these things might play out when we read in social studies.
- As you select texts for close reading, you want to think about a few things. Is it a significant and complex text? Not all texts are created equal and not all require repeated readings. Is it significant? Interesting? Complicated? Something that requires guidance to really get at the historical concepts? The key here is that you have to really know the text before you assign it.
- Before we go on, I just want to say another thing about selecting texts, especially primary sources. Sometimes there’s a source that you want to use that may prove challenging to your students. These are guidelines that Wineburg and Martin created and I think they even adhere to the CCSS especially for middle school students. I think there is an occasion to modify some things if you’re trying to se really complex sources. Focus, conventional text structures, white space for annotation. Now to be clear, I’m not advocating to ignore all original source materials. But I wouldn’t want you to refrain from using a great text even if it’s slightly beyond the reading level of your students.
- We’re going to read Franklin Roosevelt’s Four Freedoms speech. A speech in the US II MA content frameworks, it’s listed in the Common Core as an appropriately complex text, and it’s appropriate for World II courses. On the screen I have an image of Franklin Roosevelt’s reading copy. I’m going to read it out loud so if you can’t see, that’s alright. While I read it aloud, I’m going to pause every now and then and comment about what I’m thinking while I read the document.
- Look at source: What do you notice? What do you know? What questions do you have?
- Activate Prior Knowledge: What do I know about this that is not actually written/included on the page?
- Look at Craft & Structure: What do headings, dates, etc. tell me? What questions do I have?
- What do I visualize as I read?
- I address you the Members of the Seventy-Seventh Congress at a moment unprecedented in the history of the Union. I use the word unprecedented because at no previous time has American security been as seriously threatened from without as it is today. Word choice? What is author/speaker’s goal?
- Since the permanent formation of our government under the Constitution, in 1789, most of the periods of crisis in our history have related to our domestic affairs. Fortunately only one of these – the four year War Between the States – ever threatened our national unity. Today, thank God, one hundred and thirty million Americans, in forty-eight states, have forgotten points of the compass in our national unity.
- It is true that prior to 1914 the United States often had been disturbed by events in other Continents. We had even engaged in two wars with European nations and in a number of undeclared wars in the West Indies, in the Mediterranean and in the Pacific for the maintenance of American rights and for the principles of peaceful commerce. Which two wars? Prior to 1914, maybe he means War of 1812 and Spanish-American War. In no case, however, had a serious threat been raised against our national safety or our independence. What I seek to convey is the historic truth that the United States as a nation has at all times maintained opposition to any attempt to lock us in behind an ancient Chinese wall while the procession of civilization went past. Today, thinking of our children and their children, we oppose enforced isolation for ourselves or for any part of the Americas.
- I wonder what was crossed out? It looks like “the door.” This is different from today where I erase text on my computer. I wonder who’s handwriting that is? Was it FDR’s?
- What I just did was a think-aloud. I was making my thought processes visible. What were some of the specific things that I modeled? Added to your list, I tried to incorporate these skills. All of these things are things that historians and good readers in history think about. This is a long list of skills. You’ll want to introduce some of these ideas gradually over time and not all at once. You’ll also want to be explicit about what skills you’re using. The idea is to help students become comfortable with and recognize these strategies.
- These sentence starters might be useful to scaffold students at first.
- Certainly, there are many other ways to go through this text. Close Reading. Have students read a short excerpt multiple times. First time read to see what the text says. As questions to get at literal meanings. Second time read to see how text works. Look at text structures. Why did the author select certain words or format the text in a particular way? Third time read to evaluate the quality and value of the text. Analyze the argument and relate the text to self, world, other historic events, and prior knowledge. Scaffold student reading by creating text-dependent questions. For example, What evidence does FDR use to support his statement that this is an unprecedented time in US history? We’ll talk a bit more about text-dependent questions in a bit. This text lends itself to rhetorical analysis. The way that FDR lists the four human freedoms and repetition of the phrases “freedom of” and “freedom from.” You could use the audio of the speech. If time permits, play the first minute. Students get a sense of how FDR gave the speech and how the written text may differ from the spoken text. You could also use visual imagery.
- I’m sure you’re all familiar with the Rockwell paintings that came out of this speech. Have students analyze the paintings or create their own images of how they conceptualize the four freedoms.
- Things to keep in mind: use short excerpts, chunk the text, number each section, provide space,
- We’ll now turn to the third anchor standard, Integration of Knowledge and Ideas Integrate multiple sources of information in diverse formats (e.g., visuals, quantitative data, etc.). Evaluate evidence and claims. Evaluate multiple sources on the same topic. We’ll be thinking about Korea and the effects of the division of the Korean Peninsula on North and South Korea. Looking at charts, but with students, we’d also look at newspaper articles & an explanatory text. Remember the same procedure we used for the close reading of FDR’s speech: what do you notice first, what background knowledge do you have, what does the information on the page tell you, what does the chart tell you? 2 bars (must be comparing 2 things); about N & S Korea (know that they were divided; the 38th parallel is where); this information is from 1939 (before division); Looks like people in the Northern part of Korea were a little taller; wonder if this is by gender; wonder why (what determines height…nutrition, genetics, etc….similar genetics, so maybe it’s nutritional; look into it, NK is better for farming); predictions? What might be the questions for research/what else do you need to know?
- Same analysis process: 4 colors/bars = more things being compared; same comparisons but broken down by gender (we wondered); Year is now 2004 (65 years have passed--2 generations); What do we notice? (height discrepancy/switched and bigger); What can we infer? (something has happened; what affects height? Know about famine); What questions do we have? How might these lead to research questions? What type of text-based questions could we generate for this?
- Text Dependent Questions Cross-Text Questions, Research Questions, Writing Prompts (Argument: US should/shouldn’t become involved, etc.) Could add additional resources: UN Reports, NK’s denial of famine, etc.
- So now we move to text-dependent or text embedded questions. That’s a term that’s all the rage. What do you think it means? I’ve done a lot of research through all the policy documents and I like this list. Reminds us that questions are not just recall and that we’re trying to go from explicit to implicit meanings. Asking questions that get at the significant historical understandings.
- I’ve divided their ideas into the three anchor standard categories for reading in the CCSS. These are important not only to check for student understanding, but also to serve as beginning of research/writing for CC literacy
- So we’re going to look at an example. The Chinese Exclusion Act. I think many of you have used this document with students. What’s a key idea you want students to know from this document? So I’ve created a few TDQ to get at some of the significant ideas.
- A Non-example and an example.
- Key Ideas – that first level – and first reading for general understandings. You might even use these questions during the first reading.
- 2nd reading for text structures to see how that makes a difference in the text. Keying students in to key terms and vocabulary. “Chinese laborer” is important because the definition changes in the document. At first it seems like unskilled labor but the last sentence of the document refers to skilled and unskilled labor which basically means all Chinese immigrants. Exclustion seemed important to me because that’s how we now refer to the document. But I don’t think the term is actually used in the document. That’s something interesting to note and to think about when the document came to be known as that name.
- Third reading – knowledge and ideas. – big ideas. Inferences, looking at the whole but still using the text. Fewer questions but maybe some of your bigger writing prompts.
- There are many things you could add after reading for support. I really like this certificate of residence because it shows the various information outlined in the act. You could color code where it says list name in the Exclusion Act and circle the certicficate in red or mark in green the “distinguishing features.” Could also use poetry from Poetic Waves website.
- This next part may also be a little less familiar for many of you. I don’t think any of us in this room would contradict the notion that history is all about writing. I’m sure that we all have our students write. What we may be less comfortable with is scaffolding the writing process. The CC ELA standards focus on different types and purposes of text; how to produce and distribute one’s writing, the research process that goes into writing, and the degree to which we engage in writing.
- More specifically for social studies, the standards address the discipline-specific types of text such as argumentative, informational and explanatory texts, and historical narratives. Production and Distribution is fairly standard across disciplines in how the standards address the writing process of developing ideas, revising, editing, rewriting. The research piece, again, is something we’re familiar with in social studies whether it’s historical inquiry, looking across multiple sources, or drawing on evidence. The range of writing, like text complexity, is across disciplines. So, that was a whirlwind presentation on the features of the social studies common core. Before we address any questions, I think it might be useful to see how the Common Core is currently playing out in social studies. Pamela, why don’t you tell us a little about the Common Core from the teaching perspective.