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We Have To Read In History Class?!

We Have To Read In History Class?!. Literacy & Social Studies MPACT 2013-2014. Grab a pen and a large index card off your table. We will get started shortly. To Get You Thinking….

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We Have To Read In History Class?!

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  1. We Have To Read In History Class?! Literacy & Social Studies MPACT 2013-2014

  2. Grab a pen and a large index card off your table. • We will get started shortly. To Get You Thinking…

  3. Write a response to the following three questions on the notecard provided to you: What is going on in the photograph? Where does your eye go first? What is your personal response/reaction to the photograph? (Image is also located on your table with question stems)

  4. Turn to a partner and share out what you wrote on the notecard. • We will share out whole group shortly. Think, Pair, Share

  5. US30:Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: • US30A: create written, oral, and visual presentations of social studies information; • WH30: Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: • WH30C: interpret and create written, oral, and visual presentations of social studies information; and • WG22: (22) Social studies skills. The student communicates in written, oral, and visual forms. • Getting there: • US29A: use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions; TEKS Touched Upon…

  6. “The price which society pays for the law of competition, like the price it pays for cheap comforts and luxuries, is also great; but the advantages of this law are also greater still, for it is to this law that we owe our wonderful material development, which brings improved conditions in its train.” -Andrew Carnegie, “Wealth” What do you think is the price “society pays for the law of competition?”

  7. Deanna Santagata, Manor New Tech High School, U.S History • B.A. in History and English From Tx State. • Why I love history… • Objectives: • Discuss ways for promoting literacy (reading and writing) in our social studies classrooms through the teaching of primary and secondary sources. • Agenda: • Icebreaker w/ Vietnam image • TEKS and parsing sources activity • Brainstorming for literacy tasks • Resources!! Objectives & Who I Am

  8. Historians read and write • Students can get authentically engaged with primary source based inquiry (the more controversial the source, the more you can harness student interest) versus straight textbook reading. • Allows students to practice “being a historian” • Supports literacy skills (in both reading and writing) learned in the ELA classroom. • Get with English teachers: HTWP!! Why Incorporate Literacy?

  9. Start with TEKS. • IFD: Instructional Focus Document • Brainstorm some ideas for primary sources based off the TEKS on your table. Record these on your chart paper. • US15B, US3B, US3C, US3D, US13B Aligned With Cscope…Westward Expansion/Gilded Age Unit 1

  10. Parsing the source down: • Time and difficulty of text! • Pull out the section of the source that will most resonate with your students. The length depends on what works for your classroom. • Build on the length of sources throughout the year. • There is a source based on your TEK on your table: parse that source down to a section that you can use in your classroom that is aligned with the TEKS. Once you have decidedon your source…

  11. Multitude of formal (summative) and informal (formative) assessments for students to participate in. • Example: “Reading Like a Historian” • Student work • Brainstorm assessment/activity ideas with your table over the source that you have parsed down. • What students will this activity be aimed at? • Discussion? Writing component? Group component? • Formative or summative? • Is it aligned with the TEKS? (verb) Now…What to Do With the Source!

  12. Gather ideas from your colleagues! Share out!

  13. Be careful in your choice of scaffolding. • My own uh ohs. • Better to start off with free response or informal activities and build up to what you would like students to accomplish. Examples of Student Work…

  14. Website with MPACT materials for this session! Resources!

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