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Using Inquiry to Make Arguments in History

Using Inquiry to Make Arguments in History. Agenda. Introductions and Overview of Session First Thoughts: Wall Talk of Selected Quotes Quickwrite  An Evidence-Based Inquiry Experience in History Process/Debrief Exit Reflection. Wall Talk.

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Using Inquiry to Make Arguments in History

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  1. Using Inquiry to Make Arguments in History

  2. Agenda • Introductions and Overview of Session • First Thoughts: Wall Talk of Selected Quotes • Quickwrite •  An Evidence-Based Inquiry Experience in History • Process/Debrief • Exit Reflection

  3. Wall Talk • This activity is intended as a silent conversation on paper. • Walk around the room, reading and responding to the quotes and to each other. • A few suggested starters for your responses: I agree/disagree…, This reminds me…, Why…, How…, I wonder…

  4. Quickwrite: Think and Jot How does a historian make sense of a past event/build a case for what actually happened?

  5. History is a construction of the past. Historians see facts as evidence to be argued about. Historians see themselves as detectives searching for clues to a puzzle that can never be entirely solved. Facts are important, but not the whole story. To historians, history is an argument about what the facts mean.

  6. Monte-Sano’s Research Monte-Sano found that students who experienced instruction with five specific qualities were more effective at writing evidence-based argumentative essays. These qualities of instruction were: Approaching history as evidence-based interpretation. Reading historical texts and considering them as interpretations. Supporting reading comprehension and historical thinking. Putting students in the role of developing interpretations and supporting them with evidence. Using direct instruction, guided practice, independent practice, and feedback to teach evidence-based writing.

  7. “The Bloody Massacre perpetrated in King—Street Boston on March 5th 1770 by a party of the 29th Regt.” “Unhappy Boston! See thy Sons deplore. Thy hallow’d Walks besmear’d with guiltless Gore. While faithless P-n and his savage Bands. With murd’rous Rancour stretch their bloody Hands; Like fierce Barbarians grinning o’er their Prey, Approve the Carnage and enjoy the Day. If scalding drops from Rage from Anguish Wrung if Speechless Sorrows lab’ring for a Tongue, or if a weeping World can ought appease The plaintive Ghosts of Victims such s these; The Patriot’s copious Tears for each are shed, a Glorious Tribute which embalms the Dead. But know Fate summons to that awful Goal, Where justice strips the Murd’rer of his Soul; Should venal C-ts the scandal of the Land, Snatch the relentless Villain from her Hand, Keen Execrations on this Plate inscrib’d Shall reach a Judge who never can be brib’d.” Beneath is scripted engraved text which reads “The unhappy Suffers were Mess s Sam L Gray, Sam L Maverick, Jam S Caldwell, Crispus Attucks, & Patk Carr. Killed Six. wounded: two of them (Christ R Monk & John Clark) Mortally.”

  8. Historical Argument Rubric Document/Author/Source: _________________________________________________________________________________________ Adapted from Monte-Sano, C. “What Makes a Good History Essay? Assessing Historical Aspects of Argumentative Writing” (Social Education, Nov./Dec. 2012)

  9. Guidelines for Our Inquiry Experience • Divide up the documents. • Individually, read and analyze the evidence presented in your document, using the historical argument rubric. • Share responses with your partner. • Discuss: How do you assess evidence? How do you evaluate what is valid/ what is credible? How do you make an argument for what really happened? • Prepare to share out from your discussion.

  10. Process/Debrief • a. What was it like to use an evidence-based approach to interrogate a historical document and build an argument from that interrogation? • b. What insights have you gained about supporting students to develop evidence-based arguments in a social studies class? About the role of inquiry in social studies? • c. How could you bring this approach back to your classroom? What modifications would you need to make for your students? (Think of a lesson/a unit that you will be teaching in the near future.)

  11. In the Classroom  • Have students write frequently. Consider the demands of the writing tasks you use and have students write analytic pieces and historical arguments, not just descriptive or summary pieces. • Teach students to write historical arguments where they make claims and support them with evidence. • Segment and model this task. For example, teach students how to write thesis statements and share and evaluate models of effective theses. • Reading multiple texts is essential to teaching evidence-based historical argument. Have students write analyses of single sources and also look across sources to answer a question. • Select texts carefully so students encounter models of argument and also see how sources are the raw materials for making historical arguments. • Use tools to make these ways of thinking explicit and routine for students. (For example, the acronym SOAP reminds students to question a primary source along these dimensions: Source, Occasion, Audience, and Purpose.) • http://teachinghistory.org/issues-and-research/research-brief/24487

  12. Exit Reflection One big take away from this session…

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