Reading and Writing in
Social Studies
When I was an undergraduate, my educational
psychology professor said something to me that I have carried into
my professional and personal life. He said, “Drew, sometimes you don’t know
what you think until you write it down and see what you have to say.” This
resonated with me on many different levels. I have been
fascinated by and have studied Abraham Lincoln my entire life, and it reminded me of what
he used to do when faced with a challenging situation. He would write about it.
For example, when George Gordon Meade abandoned his pursuit of Robert E. Lee
after the Battle of Gettysburg, Lincoln was furious. He felt as though Meade
had let the end of the war slip through his fingertips. Lincoln sat down and
pinned a harsh letter to General Meade offering a scathing critique of his
performance. He took that letter, put it in an envelope, and he filed it away
in his desk next to other letters in which he had taken the same action...no
action. Perhaps Lincoln filed it away because he was running short of qualified
leaders to lead the army of the Potomac, or perhaps after writing the letter he
began to see the other side of the argument in which Meade had just lost a good
chunk of his army in the greatest battle in the history of the western
hemisphere and couldn’t afford any further pursuits of Lee. Perhaps by the end
of his writing he began to sympathize with the complex decision Meade had to
make in real-time. Hearing of these criticisms Meade offered Lincoln his resignation. However, Lincoln
rejected it and reaffirmed that Meade was his general at least for the time
being. Perhaps through his writing, he began to understand the situation better. Undoubtedly to my wife's dismay, when my she asks me to determine my next course of action when facing a challenging situation, I typically respond to her by saying, "I’ll have to Lincoln it." This same metacognitive approach can be taken instructionally to allow our students to
discover, analyze, and to understand their own thoughts specifically when examining controversial issues in history. They have to dive into the primary sources themselves. It can give them an
opportunity to defend their findings and engage them in the process of
history. Unfortunately, it took me five years to adopt such an
instructional practice in my own classroom as a young educator due to
institutional pressures to do things how they had always been done.
Throughout the course of my post-secondary
education, I have written hundreds of argumentative essays. So much
so that the style of writing has become the most natural to me. As I have
explained to students, I can’t count the number of times that I have started to
write an argument only to have my perspective be
flipped entirely on it’s head as the research discovered nullifies all previous understanding. When exploring the historical record, reading serves as our input and writing serves as our output necessary for us to thoroughly process events. If you want to get your students thinking, then get them writing. It's how we best come to understand
any situation by processing facts, dispelling fiction, formulating our
thoughts, and structuring them into a sound argument. In a history class, it is
the difference between absorbing the history and doing history. Throughout the
20th century, history to many students in secondary school has been about
memorizing as much information as they can about the historical content. The instructional approach described below engages students in the process of history. They
must develop their own understanding of events based on the historical record.
They must sift through and understand primary source documents. They must
determine the authors' bias. They must understand the historiography of the
topic being studied. They must look at all sides of the historical event to
draw their own conclusions.
After spending much of the first quarter helping
teachers with tech integration practices as well as remote learning
instructional strategies, I was excited to get started with old fashioned
instructional coaching. Ms. Wynne discussed with myself and our administrators
at the beginning of the year her goal to get students writing in social
studies. I felt passionate about taking the following approach. We decided
to take a look at a major and controversial event in the history of America:
The Boston Massacre.
Let's go through the process. The entire unit
was prepared as a self-paced grid. However, with this being Ms. Wynne’s first
time deploying it, my first time going through this process with a junior high
social studies class, and most likely the students’ first essay outside of an
ELA class we did the entire unit step-by-step together and at a very slow pace.
Perhaps slower than Ms. Wynne or I would have liked at times, but we also feel
that the foundation is laid for future work now as well. The grid is structured
to be able to easily change between controversial points in history.
Website for the grid: Topic: Boston Massacre
Each assignment is directly linked to the Google
Classroom assignment so students don’t have to bounce between the grid and the
classroom page.
Primary Source Reads:
·
Letter from Captain
Thomas Preston to King George III
·
The Colonists case as
reported by the Boston Gazette and Country Journal
Step 1: Provide
Historical Background on the incident. This was done through direct instruction
about events leading up to the incident (i.e the stamp act and other
approaching events) as well as a video depicting the massacre and some in-class
discussion. Students also read the play together in class and remotely, with
the play stopping at the point when Captain Preston (the British officer) goes
to trial. The student then understood they would be taking over the role from
the perspective of the prosecution or the defense in the case of Boston
citizens V Captain Thomas Preston and soldiers.
Step 2: We begin to
look at the case of the colonists as reported by the Boston Gazette. In class,
we did a think pair share activity with the content vocabulary needed to
understand the complexity of a text written in 1750. Then we dove into the
primary source document. The document is broken down into sections to provide
scaffolding for students to understand the read at large. Students are asked to discover claims, provide textual
evidence that shows proof of those claims, then to analyze the textual evidence
for bias.
Step 3: We repeat
the same process from step 2; however, this time we examine Captain Thomas
Preston’s letter back to England and learn from his perspective. Again, we look
for claims he’s making, textual evidence of those claims, and examine for
bias.
Step 4: In step 4 we
get a feel for how students are thinking. At this point, we’d like to get a
gauge for what side of the fence the students are on. They are asked to write a
journal to get their thoughts out on paper in paragraph form. This short
journal will become the basis for their introductory paragraph and the
development of their thesis statement.
Step 5: At this
point, we need the students to examine the purpose of an argument. We pair students off and ask them to examine the list of
questions on the purpose of an argument and how to make an argument
successfully. After which we compile student responses to make a student driven guide for
developing a successful argument.
Step 6: In step 6,
they need to know what their arguments are going to be about. They need to pick
a side and develop the arguments they are going to use in their papers. If they
have compiled their evidence sheets correctly, many of these thoughts will come
directly from that earlier work. Once they have identified their 4 claims, they
then will identify the top 4 claims someone opposed to their argument would
potentially use to develop their preventive strikes. They’re asked, “what are
the other side’s four best arguments, and explain how they are wrong.”
Step 7: Students
will take their first journal response from step 4 and begin to modify it to
become their first paragraph using the claims they developed in step 6. Their
first step is to develop a thesis statement. The page has tips on how to write
their thesis statement as well as explanations on how to avoid logical fallacies.
They will then take the claims they developed and add them to their paragraphs,
or revise what they have already written to include their claims. Then, write a
closing sentence to their first paragraph that wraps everything up for their
thesis. Students are given an example to help scaffold their thinking on how to
structure their paragraphs. Before moving on to the next lesson on the grid,
students will modify their wording to not use the word “I”, but instead to use
words like “it is clear,” or “it is obvious.” This will be the standard
practice for the remainder of the paper.
Step 8: Build your
outline. Now that the intro paragraph has been written, we can begin to build
their outline. The topic of each paragraph will be the same as the 4 claims
they came up with within their introductions, simply restated. Then they will
come up with three supporting details for that claim. Their textual evidence
sheets from step 2 and 3 are helpful in this process. These sentences should
come from their brain and be in the students’ own words. Then for each
paragraph, they should find at least one direct quote to support their
arguments and the details they’ve provided.
Step 9: This is the
most difficult step for students and the one that requires the most thought,
creativity, and work. They will now take their outline and transform it into a
working paragraph. This step provides students with an example outline
transformed into an example paragraph. It also previews the entire structure of
the paper, showing how each claim in the introductory is reflected in separate
paragraphs with supporting details in the body of the paper. The examples are
color-coded for students to see the structure. All this work will be done on
the same page they started working on at the beginning of the unit.
Step 10: In step 10,
students have to be fully finished with their paragraphs. Students will plug in
what they believe the other side’s arguments will be concerning what they have
written. Then, they will explain why the other side is wrong and if possible
provide supporting textual evidence in the form of a quote to support their
position. Again they will continue working on the same documents they have been
writing on thus far.
Step 11: This step
is to ensure students have a strong argument supported by textual evidence.
They will use their evidence sheet to provide quotes in their papers if they
haven’t done so already. Students will polish up these quotes and make sure
that the reader knows where they are coming from. For example, they could
write: According to Thomas Preston, “insert a quote.” This step is designed for
students to look through their arguments as well as a partner from the other
perspective’s arguments to help strengthen their work.
Step 12: Students will
write their conclusion in their documents. Students will begin by restating
their claims and re-emphasizing their thesis statement. This page contains an
instructional video on how to write a great conclusion to an argumentative
essay.
Step 13: Content
Revisions: This step is focused purely on the arguments being generated by
students. This step is for students to examine each other’s arguments and to allow
them to point out where arguments are weak or non-existent. It gives students
and teachers a chance to review their arguments and make sure they relate to
their thesis statement and subsequent claims.
Step 14: Convention
Revisions: This is about students’ cleaning up their work. Capitalizing
pronouns and sentences when needed. Correcting run-on sentences or sentence
fragments. The point of it is so that the structure of their writing doesn’t
take away from its readability or its strength. While I’m not as critical of
their conventions as I would be in an ELA class, we do peer reviews and checks
on student work to help tidy up their work.
Step 15: Time to
Publish. We aren’t writing this for ourselves. We want people to see our
thoughts, understand our arguments, and perhaps change someone’s perspective.
To do that, we must publish. Their final task is to develop the following list
and then act upon one of them:
It's time to publish. Publishing is finding ways
to attract an audience to experience what you have created. List three ideas
you have on how to get people to experience what you have written. These ideas
should include ways to get people to read your work outside of the classroom,
or even better, outside of our school. Let’s see what you come up with.
I’d like to thank Ms. Wynne for allowing me to
be part of this new project she has taken on with her. I truly enjoyed working
in a social studies classroom again. Her instructional strategies used to
engage students in the process were essential to student success. I respect the
challenge she has taken head-on as well as putting herself out there as a
teacher and a professional to try something new in her classroom. Many content
area teachers shy away from writing across the curriculum. I think students
really know what they think now after writing it down and exploring what they
had to say.
Thank you, Ms. Wynne.
Nice post..
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