Disciplinary Literacy: Argument in History and Social Studies 6-8

1. Disciplinary Literacy:Argument in History and Social Studies6-8

2. Agenda: • Study the research and expectations of the Common Core State Standards • Explore the structure of argument • Plan for argumentative writing instruction in the classroom

3. …says a young girl in one of Agatha Christie's mysteries. "History, for instance. Why it's quite different out of different books!”

4. It’s All Greek to Me! • Greek verb historeinmeans "to ask questions or to inquire” • from Latin historia, Greek noun: enquiry, • fromhistorein  to narrate, • from histōr(noun) judge

5. Disciplinary Literacy researchemphasizes: • content-area teachers as content experts. • shared responsibility.

6. Literacy in History and Social Studies “Instead of relying upon a single authority, students consult a variety of sources and voices on the topic, constructing their own understanding of what is fact, what is true, what is right. The students are not only reading about settled facts and closed questions. They are also reading in the arena of the unsettled, the debatable, the still-emerging.” Subjects Matter: Every Teacher’s Guide to Content-Area Reading, Daniels and Zemelman, pp. 15-16

8. Viewing through a Disciplinary Lens: Fact Collecting  Textbook  Notice who, what, where, and chronology of events  Truth statements  Why and how Variety of texts as interpretive arguments Organization and structure of information (ex: cause/effect) Critically examine pp. 60,61 Buehl’sDeveloping Readers in the Academic Disciplines

9. Reader’s LensWriter’s Lens Acknowledges writer  Becomes writer Close and critical reader  Writes with choice/position Thinking as a detective  Writes, using evidence from text Reader becomes an ‘insider’  Uses disciplinary discourse within the discipline Searches for logic  Uses logic Reader’s Lens to Writer’s Lens

10. Students as Historians in the History and Social Studies Classroom

11. Unique Aspects of Historical texts • What kinds of challenges do writers of history present to readers? • What might be some of the contributing factors to these challenges?

13. Questions for Primary Sources What is it? What is the date? Who is the audience? For what purpose was it written? 

14. Secondary Sources

15. Considerations Logical reasoning Bias Favoritism Reliability Self-bias Emotional appeal Credible Sources

16. Appeals • Ethos – ethical appeal (applies to speaker or writer) • Pathos – emotional appeal (applies to audience) • Logos – logical appeal (applies to subject)

17. Assumptions • Explicit or implicit

18. Progression of Argumentative Writing in the Common Core State Standards • Opinion • Argument Persuasion

19. Components of Argumentative Writing • Analysis of sources • Close Reading • Precise claim • Relevant and sufficient evidence • Alternate or opposing claim(s) • Logical sequence • Appeals/Assumptions • Formal style • Objective tone

20. Writing Under the Influence:Immersion • Studying examples of the kind of writing students will do (teacher and student) • Sharing writing task with students (teacher) • Immersing (teacher and student) • Writing (teacher and student) Katie Wood Ray, Study Driven

21. Immersion: Examples of Argument • “Dear Mr. Sandler” letter • “The Faceless Teacher”

22. Components of Argumentative Writing • Analysis of sources • Close Reading • Precise claim • Relevant and sufficient evidence • Alternate or opposing claim(s) • Logical sequence • Appeals/Assumptions • Formal style • Objective tone

23. Implementation: • Frameworks (Arkansas), Standards (CCSS), Topic, and Task • Resources • Mentor texts • Sources • Argument

24. Planning for Argumentative Writing • Frameworks, standards, topic, and assignment • Frameworks: Arkansas History • Standards: Common Core State Standards • Resources • Immersion (mentor texts) • Close reading of primary and secondary sources • Mimic writing • Constructing an argument

25. Frameworks (topic): • H.6.6.19 • Research the major events and political decisions made by the United States during the course of World War II: • alliance with Great Britain and France • Pearl Harbor • atomic bomb • relocation and internment of Japanese Americans Social Studies Curriculum Framework Grade 6

26. CCSS Reading Standards for Literacy in History/Social Studies 6-12 R.CCR.1 R.CCR.8 RH.6-8.1 RH.6-8.8 Close reading of primary and secondary resources will precede writing an argument. CCSS pp.60, 61

27. CCSS Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 W.CCR.1 WHST.6-8.1 CCSS pp.63, 64

28. Literacy Design Collaborative: Task Template TASK 1 TEMPLATE (Argumentative/Analysis L1, L2, L3): After researching _______ (informational texts) on _______ (content), write an _______ (essay or substitute) that argues your position, pro or con, on _______ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position. Appropriate for: Social Studies, Science

29. Literacy Design Collaborative: Task Template TASK 1 TEMPLATE (Argumentative/Analysis L1, L2, L3): After researching primary and secondary sources on the internment of Japanese Americans during World War II, write an essay that argues your position, pro or con, on whether you believe relocating Japanese Americans was justified. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position. Appropriate for: Social Studies, Science

30. Planning for Argumentative Writing • Topic • Resources • Thinking devices • Anticipation Guide • Research and Sources • Mentor Texts • Sources • Write an argument

31. Thinking Device:

32. Thinking Device:

33. Thinking Device:

34. Anticipation Guides: • elicit prior knowledge, and • set a purpose for reading.

35. Implementation: • Frameworks, standards, topic, and assignment • Resources • Mentor texts • “Dear Mr. Sandler” letter • “The Faceless Teacher” • Sources • Write an argument

36. Planning for Argumentative Writing • Topic • Resources • Mentor Texts • Sources: Close reading of primary and secondary sources • Video • Articles • Write an argument

37. Primary and Secondary Sources

38. Close Reading of Primary and Secondary Sources • Japanese-American Internment • Executive Order 9066 February 19, 1942

39. Close Reading of Primary and Secondary Sources • Bill Clinton's Letter of Apology to Japanese-Americans • “Their Best Way to Show Loyalty”

40. Literacy Design Collaborative: Task Template TASK 1 TEMPLATE (Argumentative/Analysis L1, L2, L3): After researching primary and secondary sources on the internment of Japanese Americans during World War II, write an essay that argues your position, pro or con, on whether you believe relocating Japanese Americans was justified. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position. Appropriate for: social studies, science

41. Planning for Argumentative Writing • Topic • Resources • Mentor texts • Writing an argument

42. Literacy Design Collaborative: Task Template TASK 1 TEMPLATE (Argumentative/Analysis L1, L2, L3): After researching primary and secondary sources on the internment of Japanese Americans during World War II, write an essay that argues your position, pro or con, on whether you believe relocating Japanese Americans was justified. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position. Appropriate for: social studies, science

43. Framework for Argument • Claim • Counterclaims (opposing or alternate claims) • Reasons • Evidence

44. Argue

45. Argument: • Examine critically. • Argue intellectually and rationally. • Make your position clear.

46. Reflection: • What does it mean to be a reader, thinker, and writer in your academic discipline? • Which suggestions of the argumentative writing routine will I utilize?