Download - Assessing Students’ Historical Thinking & Argument Writing Chauncey Monte-Sano [email protected]
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Types of writing in the CCSS
Informative textConvey or describe major details pertaining to a topic, event, idea, or person.
NarrativeTell the story of a person, event, or time period. Select what details to include, where to begin and end, cause-effect relationships
ArgumentAn argument has a claim that binds everything in the essay together. The writer includes evidence and explanation or analysis in building an argument.
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WERE AFRICAN AMERICANS FREE AFTER THE CIVIL WAR?
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Were African Americans free after the Civil War?
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Types of writing in the CCSS
Informative textConvey or describe major details pertaining to a topic, event, idea, or person.
NarrativeTell the story of a person, event, or time period. Select what details to include, where to begin and end, cause-effect relationships
ArgumentAn argument has a claim that binds everything in the essay together. The writer includes evidence and explanation or analysis in building an argument.
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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)
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Using the C3 to frame social studies writing
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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).
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EXAMPLES OF ONE STUDENT’S WRITING OVER TIME
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Were African Americans free after the Civil War?
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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?
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Aaron’s pre-test
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Aaron’s pre-test
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Aaron’s pretest
Praise: Good writing
Clear claim
Use of examples to support claim
Understanding of basic historical content
Polish: Work on historical writingInclude specific
examples and quotations from texts
Address challenging evidence
Evaluate the sources by noting authors/context
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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?
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Aaron’s posttest
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Aaron’s posttest
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Aaron’s posttestPraise:
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
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Aaron’s writing and the C3
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ASSESSING STUDENTS’ ESSAYS
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Substantiation
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Rebuttal
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Perspective
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Contextualization
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Formative assessment
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Student self-assessment & goal setting
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SUPPORTING STUDENT GROWTH
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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
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“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
Teaching Principles
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“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
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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?
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Good questions…
• …have multiple possible interpretations
• …require analysis and move beyond summary
• …are illuminated by looking at evidence
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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
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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)
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http://historicalthinkingmatters.org
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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?
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“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
Teaching Principles
Assessment Principles
Assessment Principle
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THANK [email protected]