literacy in history/social studies: strategies for middle and high school classrooms

+

Literacy in History/Social Studies: Strategies for Middle and High School Classrooms

+ Welcome and Introductions

Liz HowaldConsultant for Global ProgramsPrimary Source

+Today’s Session

Goals: Overview of Common Core & Literacy for Social Studies Provide examples and strategies of literacy in social

studies

Agenda: Model Close Reading with FDR’s Four Freedoms Speech Model integration of various sources using Korea text

and graphs Provide examples of text-dependent questions using

Chinese Exclusion Act Provide sample writing prompts for each source

+Primary Source

Courses and Workshops

International study tours

Classroom-ready resources

www.primarysource.org

We are a non-profit, global education organization that educates K-12 teachers about world histories, cultures, and global issues.

+Experience with the Literacy in Social Studies/History ELA Common CoreScale of 1 – 5

5I integrate

Common Core ELA Standards into my lessons every day.

I’m just at the program today because I love professional

development.

1The Common Core? What’s

that?

2 3 4

+Social Studies/History and the Common Core

No Common Core Standards for Social Studies/History Content

Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 6-12 Integrated within 2011 Massachusetts

Curriculum Framework for English Language Arts and Literacy

+Anchor Standards for ReadingKey Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

+Reading Standards for Literacy in History/Social Studies

Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources.

2. Determine central idea of primary/secondary source and summarize.3. Identify, Analyze, and evaluate events/actions (cause/effect) using textual

evidence.

Craft and Structure

4. Determine meaning of words in texts.5. Analyze structure of primary/secondary source.6. Identify, Compare, and evaluate multiple points of view.


7. Integrate multiple sources of information in diverse formats (e.g., visuals, quantitative data, etc.).

8. Evaluate evidence and claims.9. Evaluate multiple sources on the same topic.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

+Reading in History/Social Studies Different types of texts

Primary Source: Historical letters, journals, documents, newspapers, artifacts

Secondary source: narrative, informational/explanatory

Texts created in or describing events from the past.

Sourcing (author perspective, author bias)

Contextualization (what was going on at the time)

Corroboration (how does the document relate to other sources/texts)

Interpretation/Evaluation

Vocabulary obsolete/non-contemporary words or spelling (e.g. “the

Gilded Age”) Metaphors (e.g., “Black Thursday”)

+Selecting Sources

Text Complexity

Not all texts require close reading

Excerpts that support overall understanding, key ideas, key terms (short but complex)

Understanding what makes the text complex Knowledge of the text

+Adapting Sources for Accessibility

Focusing Ellipses 200 – 300 words

Simplification Conventional syntax, spelling, punctuation

Presentation 16 pt font White space

Wineburg, S., & Martin, D. (2009). “Tampering with history: Adapting Primary Sources for Struggling Readers.” Social Education, 73(5), 212 – 216.

+

Close Reading: The Core of Common Core

Literacy

The first thing I notice is the document. It’s typed in blue. The type doesn’t look like a computer. Was it typed on a typewriter? The paper has marks on it and looks old. I wonder how it was used?

What else do I know about the text that doesn’t show up here? The title of the document was listed as Franklin Roosevelt’s Annual Address to Congress on January 6, 1941 (Four Freedoms). That means FDR gave the speech. I think I’ve heard of the Four Freedoms but I need to read more of the text to figure out what Four Freedoms means.

Next I look at the top where it says “Message to Congress 1941”. Who delivers a message to Congress? I know the President of the United States can. I assume the speech was given in 1941 because of the date. What happened in 1941? I need to find out what day the speech was given to know if it was before or after the US entered WWII. The document title said January 6, 1941. That would be a year before the US entered WWII.

I picture Franklin

Roosevelt standing in front

of Congress. I’ve seen

pictures of him in front of

Congress so in my mind I see

that image.

Why does he use the term “unprecedented”? What’s going on at the

time? Is it really the biggest threat to the United States? What

about the War of 1812? The Civil War? (Well, the Civil War was a

threat from within and not “without”.) Or WWI?

I think this speech is near the start of WWII.

There – he mentions the Civil War. My prediction

was right. He’s supporting his use of

the word “unprecedented” by admitting there were other wars. I think the difference is a foreign

enemy. Roosevelt mentioned that

previous crises were domestic.

Which two wars? Prior to 1914, maybe he means War of 1812 and Spanish-American War.

He’s using “serious threat” to show that 1941 is different from the past.

I think this is important. FDR is stating that the US

opposes isolation. He uses the metaphor of an “ancient Chinese wall” to illustrate US will not just stay inside the

US. Does this speech signify a break in US policy?

I wonder what was crossed out? It looks like “the door.” This is different from today where I erase text on my computer. I wonder who’s handwriting that is? Was it FDR’s?

What do I know after reading the first two pages? Franklin Roosevelt is telling Congress that the U.S. is facing an unprecedented serious threat from other countries. And he doesn’t want the U.S. to be isolationist.

Where else have I seen the word “isolationist”? When we studied WWI and some Americans did not want the United States to get involved in the war. Maybe some people don’t want the U.S. to get involved in the war in Europe in 1941.

+What specific things did I model? Prediction

Sourcing

Contextualization

Corroboration

Questioning

Text-to-self connections

Building on prior knowledge

Using context clues to define new vocabulary

Summary

+Sentence Starters


•I predict…•I expect the next thing to be…•My prediction was… •I’m confused by…

•I don’t know what [this word] means. Based on the clues in the text, I think it means… •At this point, I understand…

•The argument up to here is…•A one-sentence summary of this passage is…•This author probably believes…

Craft and Structure

•I wonder why the author…•I think the author used this (word/phrase) because…•The author uses this (word/phrase) multiple times, which makes me think… •I think the author used [this word/phrase] to make the (reader/audience) feel…

•The evidence that the author uses to support his/her argument is…•The audience for this text is most likely … •This section reminds me of…•I don’t understand why the author …•One claim that the author makes is…

•This statement is (the same as/different from) a statement this author made (elsewhere in the text/in a different text). I think the author…•I think the author wrote this …•The author does not include …


•I (agree/disagree) with this statement because…•This is (the same as/different from) what we studied in history class because…•This text claims … whereas our textbook states…

•I know from other sources that [this event or movement] was happening at the time this source was created. This makes me think… •I (agree/disagree) with this statement because… •This account is the (the same as/different from) …•Based on what I know from other sources, I think…

•I need to read [another source] to find out…•When the author was alive, many people thought… •I wonder… •This makes me think about…•This text was written (before/after) the other text which might mean…

+Other Ways to Examine This Text1. Close Reading

1. Reading 3 times w/ Text-Dependent Questions

2. Language and Rhetoric (“freedom of” and “freedom from”)

3. Audio of the Speech1. http://docs.fdrlibrary.marist.edu/real/4freed

o1.rm

4. Related Images (integration of knowledge from different types of sources)

+Other Ways to Examine This Text

+Things to Keep in Mind

1. Use short excerpts

2. “Chunk” text and number each section

3. Allow enough space on the page for students to write on the document

4. Start off by focusing on one or two skills and then add-on

+Other Great Texts for Close Reading

Kennan Memorandum: Latin America and the Cold War

Japan’s Peace Constitution: World War II

Ho Chi Minh Speeches: Vietnam War

Tawakkol Karman Nobel Speech: Middle East/Women in ME

Coal Mining Legislation in India: Human Rights/Environment

Lessons based on each at

www.primarysource.org/primarysourceworld

+

Integration of Knowledge and Ideas:

Multiple Sources of Information

+

I see 2 bars, so this must be comparing 2

things.I think I remember

reading about the 28th parallel, but I need to find out exactly what

its significance is.The date says 1939, so this is before WWII and the Korean War. What

accounts for height differences? Nutrition?

Genetics?

+

I see 4 bars, so we must be comparing different information. The date is different, too. About 60 years separates the data in these graphs. N Koreans are no longer taller on average; they are quite a bit shorter.

What might account for this? What happened? Korean War…Division of Peninsula…Famine?

+

http://resources.primarysource.org/koreachallengeshopes

My prediction was right; there’s a hunger crisis. This might be what has affected growth. The

date on this article is 2009, which means the problem still exists. I wonder what’s caused the crisis? What is food aid?

How is the U.S. involved? What does “truculent ward” mean? Why does North Korea call the

hunger crisis an “eating problem” rather than a famine?

+

Opinion

http://resources.primarysource.org/koreachallengeshopes

+Other Great Topics/Resources for Integrating Knowledge Across Sources India Energy Consumption Graphs: Environment

“En Eso Llego Fidel” & “Latin America in the Cold War” text

“Once Upon a Time in Afghanistan” photo essay, “Power Shifts in Afghanistan History” map essay, and “No Story is Simple” text

Vietnam Oral History Interviews & “The Vietnam War through Vietnamese Eyes” text

Chinese Propaganda Posters & “Women’s Roles in China” text

UN’s “Impact of Armed Conflict on Children” & Children’s Testimonies

Lessons based on each at www.primarysource.org/primarysourceworld

+

Text Dependent Questions

+Text-Dependent Questions Questions that require answers from the text

Not just recall questions

Use text evidence to make inferences beyond what is written in text

Progression from explicit text to implicit meanings from the text(s)

Can also include prompts for discussion and writing

Questions that help students understand the key historical significance and understandings of the text

+Text-Dependent Questions


general understandings, key details, who, what, where, when, why, how, themes, central ideas

Craft and Structure

vocabulary, text structures, syntax, meanings, language, organization


Inferences, arguments, opinions, intertextual connections

+The Chinese Exclusion Act

What do you want students to consider and know from a reading of this document?

+Non-example/Example

How did Chinese immigrants feel with the passing of the Chinese Exclusion Act?

What specific restrictions did the Chinese Exclusion Act place on Chinese immigrants once it was passed in 1882?

NOT Text-Dependent Text-Dependent

+TDQ: Key Ideas and Details Who was the author/creator of this source?

When was this act approved?

Who was impacted by this act?

What rules does this act establish for Chinese immigrants?

What is significant about November 17, 1880 in relation to this document?

As a result of this act, what did Chinese immigrants need to produce when leaving or entering the United States at this time?

What does this document decry about American citizenship for Chinese immigrants at this time?

What punishments did people face if they disobeyed this act?

+TDQ: Craft and Structure

The term “Chinese laborer” is used throughout the text. How is this term defined in the document?

What does the term suggest about why Chinese immigrants came to the United States in the late 19th century?

What are the text features of this Congressional Act? How is the document organized?

This document is known as the Chinese Exclusion Act. What does “exclusion” mean?

Where does the word appear in the text? What other words or phrases are used as a substitute for

“exclusion”?

+TDQ: Integration of Knowledge and Ideas Why was this Act created? Use evidence from the text to

support your answer.

Based on your reading of the text, discuss with a partner what impact this act might have had on Chinese immigration to the United States once the act was passed.

+Supporting Document

http://imgzoom.cdlib.org/Fullscreen.ics?ark=ark:/13030/kt7w10224t/z1&&brand=calisphere#

• Identify all of the pieces of information included in this certificate that were outlined in the Chinese Exclusion Act. Annotate both texts.

+

Writing

+Anchor Standards for WritingText Types and Purposes

1. Write Arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

+Writing Standards for Literacy in History/Social StudiesText Types and Purposes

1. Write arguments focused on discipline-specific content (e.g., claims, counterclaims, evidence).2. Write informative/explanatory texts, including the narration of historical events, scientific

procedures/experiments, or technical processes.3. Incorporate narrative accounts into historical analysis.*

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach for a specific audience.

6. Use technology, including the internet, to produce, publish, and update individual or shared writing and revise to incorporate new information.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively, assess each source, integrate information selectively, avoid plagiarism, and follow standard format for citations.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

+Good Writing Starts with Great Questions

Different kinds of questions lead to different kinds of writing. Decide what kind of writing you want your students to do (argument, explanatory, narrative) and craft your question with that in mind.

Evaluative questions compel students to make a claim and cite evidence to support it.

Logical Structure Follows: Claim—background information—argument (sub-

claims, evidence, reasoning)—counter argument—refutation

+Roosevelt Speech

Was it appropriate for Roosevelt to group “Freedom from Want,” and “Freedom from Fear” with “Freedom of Speech” and “Freedom of Worship” in the Four Freedoms Speech? Listen to the audio of the speech. Write how hearing

the speech affects your answer to the question. Look at the Norman Rockwell paintings. Write how he

might answer the question. Have a debate on the question in which students must

present their claims, cite evidence, and refute opposing positions.

Write a research paper that supports your argument with other primary and secondary sources.

+Korea Graphs & Documents

Should the United States continue food aid to North Korea, and if so, under what conditions? Watch 60 minutes special on Shin Dong-hyuk, escapee

from a North Korean prison camp, and write how hearing his story affects your answer.

Have students write a letter to their state representatives advocating for or against food aid to North Korea, citing specific evidence for their argument.

Have a debate on the question in which students must present their claims, cite evidence, and refute opposing positions.

Write a research paper that supports your argument with other primary and secondary sources.

+Chinese Exclusion Act

What did the Chinese Exclusion Act suggest about how Americans viewed Chinese immigrants in the 1880s? Explore the Poetic Waves/Angel Island website and read

some of the poetry written by Asian immigrants. Write the effects of the Chinese Exclusion Act on immigrants citing specific information from the Chinese Exclusion Act and Angel Island Poetry.

Conduct research on current immigration policy in the U.S. Write an explanation of how immigration policy has evolved since the 1880s.

+Questions?

[email protected]

Watch other Primary Source Webinars: Teaching Chinese History with Primary Sources Teaching Japan: New Online Resources from Primary

Source Teaching India: Literature and Online Resources for

the Secondary Classroom Online Resources for Teaching the History, Politics,

and Culture of Korea http://www.youtube.com/primarysourceinc

THANK YOU!