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Assessing Students’ Historical Thinking & Argument W riting. Chauncey Monte-Sano cmontesa@umich.edu. Types of writing in the CCSS. Informative text Convey or describe major details pertaining to a topic , event , idea, or person. Narrative
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Assessing Students’ Historical Thinking & Argument Writing Chauncey Monte-Sano cmontesa@umich.edu
Types of writing in the CCSS • Informative text • Convey or describe major details pertaining to a topic, event, idea, or person. • Narrative • Tell the story of a person, event, or time period. Select what details to include, where to begin and end, cause-effect relationships • Argument • An argument has a claim that binds everything in the essay together. The writer includes evidence and explanation or analysis in building an argument.
Types of writing in the CCSS • Informative text • Convey or describe major details pertaining to a topic, event, idea, or person. • Narrative • Tell the story of a person, event, or time period. Select what details to include, where to begin and end, cause-effect relationships • Argument • An argument has a claim that binds everything in the essay together. The writer includes evidence and explanation or analysis in building an argument.
Why argument? • Argument is central to an inquiry approach to social studies (C3) • Critical to college and career readiness, yet only 20% of college students prepared (Graff,2003) • Key to civic preparation in promoting good decision making (Fulkerson, 1996) • Helps students learn content (Wiley & Voss, 1999) • Gives students a voice and an active role in studying social studies (Epstein, 2006)
Goals for historical thinking & argument writing (and C3 overlap) • Take a position in response to question (D1). • Make a clear argument rather than simply summarizing (D4). • Support argument with evidence (D3). • Explain how the evidence supports the argument (D3, D4). • Judge the quality of the evidence (e.g., considers reliability of authors, time period, or strength of authors’ support- D2, D3). • Consider multiple perspectives (D2).
Examine Aaron’s pre-test • Look for the following: • The main claim • Evidence to support argument • Explanation of evidence • Judgments about the author, context, evidence • Consideration of multiple perspectives • What does Aaron need to improve?
Aaron’s pretest Praise: Good writing • Clear claim • Use of examples to support claim • Understanding of basic historical content Polish: Work on historical writing • Include specific examples and quotations from texts • Address challenging evidence • Evaluate the sources by noting authors/context
Examine Aaron’s posttest • Look for the following: • The main claim • Evidence to support argument • Explanation of evidence • Judgments about the author, context, evidence • Consideration of multiple perspectives • What improvements do you see between essays? What still needs improvement?
Aaron’s posttest Praise: • Clear claim • Structure to support claim • Use of examples and quotes to support claim • Explanation of evidence • Evaluation of evidence • Recognition of more than one perspective and complexity of topic • Beginning to evaluate sources Polish: • Rebut opposing perspectives • Evaluate the sources with greater attention to authors & context
What supported Aaron’s growth? • 18-day curriculum (Revolution – Civil War) • Historical reading and writing tools • 6 “Investigations” with central question & conflicting primary sources (adapted) • Day 1= Background knowledge & reading • Day 2= Reading, analysis/discussion, & planning • Day 3= Composing & reflection • Investigations 1-3= Teacher modeling & guidance • Investigations 4-6= Increasing student independence
Teaching Principles • “Do” social studies • Approach social studies as inquiry (C3) • Pose debatable questions (D1) • Present contrasting documents/perspectives (D2, D3) • Structure and support reading (D2) • Provide opportunity for discussion (D2, D3) • Teach argument writing explicitly (D4) • Make expectations explicit • Provide models of good writing • Model aspects of the writing process
Assessment Principles • “Do” social studies • Approach social studies as inquiry (C3) • Pose debatable questions (D1) • Present contrasting documents/perspectives (D2, D3) • Structure and support reading (D2) • Provide opportunity for discussion (D2, D3) • Teach argument writing explicitly (D4) • Make expectations explicit • Provide models of good writing • Model aspects of the writing process
Pose debatable questions (D1) • Present social studies as an inquiry-oriented subject by posing questions that can be answered in multiple ways. • Were African Americans • free after the Civil War?
Good questions… • …have multiple possible interpretations • …require analysis and move beyond summary • …are illuminated by looking at evidence
Present contrasting perspectives (D2, D3) • Give students a chance to investigate and ground their writing in evidence by including sources that present multiple perspectives. • Select sources that present multiple perspectives • Sources should support more than one interpretation • Sources should align with the prompt
Prepare Sources • Consider students’ reading level and background knowledge • Orient students to the text • Make sure key information is visible • Create space around the source • Use large font (16 pt. or bigger)
Make expectations for argument writing explicit (D4) • Students tend to be assigned summary writing, if assigned writing at all, so… • Explain to students what an argumentative essay should include. • Consider: • What do your students already know about argument? • How is argumentative writing being taught in other departments? • What are your students’ incoming basic writing skills?
Teaching Principles • “Do” social studies • Approach social studies as inquiry (C3) • Pose debatable questions (D1) • Present contrasting documents/perspectives (D2, D3) • Structure and support reading (D2) • Provide opportunity for discussion (D2, D3) • Teach argument writing explicitly (D4) • Make expectations explicit • Provide models of good writing • Model aspects of the writing process Assessment Principles Assessment Principle
cmontesa@umich.edu Thank you!