Writing in Social Studies

1. Writing in Social Studies Ashley Flood AP Human Geography Franklin High School Franklin, TN ashley.flood@wcs.edu

2. Discuss • On a scale of 1-5, how often do you use writing in your classroom? (Never) 1 2 3 4 5 (Almost every lesson) • What prevents you from assigning more writing? • What kinds of writing do you assign? • How often do the writing assignments focus on geography? • How do you grade writing?

3. Agenda • Creating and using prompts with a geographic focus • Assessing writing with rubrics • Encouraging students to improve the quality of their writing

4. Creating Prompts with a Geographic Focus

6. What is “Spatial Perspective?” • National Geographic: “A historical perspective focuses on the temporal dimension of human experience (time and chronology), while geography is concerned with the spatial dimension of human experience (space and place). The space of Earth’s surface is the fundamental characteristic underpinning geography. The essential issue of whereness—embodied in specific questions such as, “Where is it? Why is it there?” —helps humans contemplate the context of spatial relationships in which the human story is played out.”

7. Gershmel’s Spatial Thinking Concepts

8. USE Prompts from AP courses • Use the prompt as it appears • Structure prompt’s in a similar way • AP Courses to pick prompts from: • World History • US History • Human Geography • Government

9. Prompts from AP Human Geo • 2014 • 2013

11. Assessing Writing It’s all about efficiency

12. Why use a rubric? • Gives student a clearer picture of their strengths and weaknesses • Helps with consistency • Saves time from writing out comments • Students can help you grade!

13. How to structure a rubric • Rubric based on skills • Introduction, supporting evidence, conclusion, etc… • Rubric based on content • Looking for certain ideas, vocabulary, people, etc… • Rubric Resources • Rubistar • Kathy Schrock’s Guide to Everything

14. Prompts from AP Human Geo • 2014

16. Prompts from AP Human Geo • 2013

18. Student Peer Grading • Everyone’s score starts at 0 • Each item in the paper that is also on the rubric earns a +1 • Have students underline what specifically they are giving credit for and write +1 when a point is earned • Have students total the points • Let students keep the rubric as notes to study *Make the rubric early, but be flexible when grading

19. Improving quality of student writing

20. FHS students learn the ABC’s of Rebel Writing… Attack and take apart the Prompt/Create Thesis Brainstorm ideas and collect evidence Categorize and create the order of ideas

21. ATTACK thePrompt Before writing anything, know your assignment— READ THE PROMPT! What are you being asked to do? Responses requires a careful, critical look at the reading/text.

22. THE PROMPT • THE QUESTION THAT MUST BE ANSWERED OR THE TASK THE STUDENT MUST UNDERTAKE. • THESE WILL BE DIFFERENT FOR EACH SUBJECT AREA. • STUDENTS WILL LEARN TO TAKE THE PROMPT APART TO MAKE SURE THEY UNDERSTAND WHAT THE PROMPT IS ASKING THEM TO DO. • STUDENTS WILL USE THE PROMPT TO FORMULATE THESIS STATEMENTS.

23. The Prompt Step 1: Label the type of writing - Persuasive, Expository, Business Letter, Narrative, Lab Report Step 2: Label the parts of the prompt - “Situation” and “Directions” Step 3: Circle verbs/key words and underline the act

24. The Thesis Statement • SUBJECT + CLAIM/OPINION = THESIS • Common confusion • Doesn’t have to be three-pronged • Must have a subject AND claim/opinion (you must “opine” something—SOMETHING ESSAY WILL PROVE) • Placement—Put thesis at end of your Introduction.

25. FHS students learn the ABC’s of Rebel Writing… Attack and take apart the Prompt/Create Thesis Brainstorm ideas and collect evidence Categorize and create the order of ideas

26. Evidence = Concrete Details (CD) • THE “WHAT” • FACTS • EXAMPLES • ILLUSTRATIONS • EVIDENCE • SUPPORT • TEXT REFERENCES • PARAPHRASES • CITATIONS • QUOTATIONS • TEXT SUMMARY

27. Brainstorm/Collect Evidence (Concrete Details)

28. FHS students learn the ABC’s of Rebel Writing… Attack and take apart the Prompt/Create Thesis Brainstorm ideas and collect evidence Categorize and create the order of ideas

29. Once you brainstorm/collect the CDs, how do you Categorize the CDs? • LOOK AT YOUR LIST OF CONCRETE DETAILS • WHAT CATEGORIES OR COMMONALITIES DO YOU SEE?

30. Categorize and Choose Order • Introduction • Category 1 = Topic of Body Paragraph #1 (Reason #1) • CD #1 • CD #2 • Category 2 = Topic of Body Paragraph #2 (Reason #2) • CD #1 • CD #2 • Category 3 = Topic of Body Paragraph #3 (Reason #3) • CD #1 • CD #2 • Concluding Sentence

31. Concrete Details (CD) • Specific details that form the backbone or core of your body paragraphs. • Concrete details can include facts, specifics, examples, descriptions, illustrations, support, proof, evidence, quotations, paraphrasing, or plot references. • Example CD #1 for Body Paragraph #1: For example, if students were able to get more rest, they would be more awake in class and apt to engage in lessons without feeling drowsy.

32. COMMENTARY (CM) • THIS COMES AFTER CATEGORIZING THE CONCRETE DETAILS • STUFF FROM YOUR HEAD • SHOWS THINKING • WHAT IS HIDDEN OR IMPLIED UNDER THE SURFACE OF THE TEXT • THE “SO WHAT?” • THE “WHY?” • THE “SPIN” ALSO KNOWN AS: • ANALYSIS • INTERPRETATION • EVALUATION • OPINION • INFERENCE • INSIGHT • SIGNIFICANCE • EXPLANATION

33. RATIOS OF CD to CM in writing • THESE DIFFER DEPENDING ON THE TASK. • SUGGESTED - For every 1 CD : 2 CM

34. Commentary #1 (CM #1) • The commentary sentences are your opinion or comment about the concrete detail. They include your opinion, insight, analysis, interpretations, inference, personal response, feelings, evaluations, explication, and reflection. • This is when you explain the quote/statistic/paraphrase that you included in the concrete detail. • Example CM #1 for CD #1: This means that students would be more awake and able to pay attention to lessons, improving the quality of their engagement.

35. Commentary #2 (CM #2) • Further explains the concrete detail and sets the reader up to read the next concrete detail. • Must start with a link or transition! • Example CM #2 for CD #1: Furthermore, when students’ levels of engagement increase, they are more likely to understand the material that is being taught.

36. TRANSITION WORDS • FOR EXAMPLE • IN ADDITION • FURTHERMORE • CONSEQUENTLY • IN FACT • MOREOVER • OF COURSE • ON THE OTHER HAND • STILL • THEREFORE • ALTHOUGH • THESE ACT AS INDICATORS FOR THE CONCRETE DETAILS • AT FIRST, STUDENTS USE THEM IN A SPECIFIC ORDER • THESE CAN BE USED IN ANY ORDER ONCE STUDENT INTERNALIZES THE FORMULA

37. REBEL WRITING FORMULA for BASIC Body Paragraphs (with transitions) • TOPIC SENTENCE (subject + claim) • Concrete Detail (CD #1: For example,) • Commentary (CM #1) • Commentary (CM #2) • Concrete Detail (CD #2: In addition,) • Commentary (CM #1) • Commentary (CM #2) • CONCLUDING SENTENCE

38. THE FORMULA • THIS IS A TOOL FOR NOVICE WRITERS TO USE—THUS THE REPETITION. • OUR EXPECTATION IS THAT THE MORE PRACTICE STUDENTS GET WITH THE METHOD, THE MORE THEY WILL INTERNALIZE THESE TOOLS , AND THE LESS THEY WILL NEED THE REPETITIVE FORMULA.

39. Thank you for participating in today’s writing session!