Product description

Description

Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students? development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials.

Book Features:

Integrates literacy and inquiry with core U.S. history topics.
Emphasizes argumentative writing, a key requirement of the Common Core.
Offers explicit guidance for instruction with classroom-ready materials.
Provides primary sources for differentiated instruction.
Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers.
Models how to transition over time from more explicit instruction to teacher coaching and greater student independence.
Chapters:

On Integrating History and Literacy
Teaching Disciplinary Literacy Through a Cognitive Apprenticeship
Who Fired the First Shot at Lexington Green?
Were Shays and His Followers Rebels or Freedom Fighters?
Did the Alien and Sedition Acts Violate the U.S. Constitution?
What Path Offered the Best Chance of Survival for the Cherokee in the Early 1800s: Staying in Their Original Territory or Removal to the West?
What Was the Most Effective Way to Free Slaves in the U.S. Before the Civil War: Nonviolence (?Moral ?Suasion?) or More Aggressive Action?
Was the U.S. Justified in Going to War with Mexico in 1846?
Assessing Historical Thinking and Writing Outcomes

Grades:

6-12

Author(s):

Chauncey Monte-Sano, Susan De La Paz, & Mark Felton

Publisher:

Teachers College Press

Year:

2014

Pages:

256 pp

Media/Binding:

Softcover

iSBN:

9780807755303