1 Writing in the Social Studies Social Studies Department March 10, 2016

Session Agenda Resource Share (group check in) Define & Discuss the role writing in supporting Social Studies teaching and learning. (norming understanding) A1 Model and discuss disciplinary writing in Social Studies lessons across the grades (applying our understanding to grade specific resources) A2 Explore ways that writing can support Key Ideas (Content) and Skills (Practices) in Social Studies teaching and learning by developing a grade specific writing activity(applying our understanding to grade specific lesson) A3 Share and Develop Ideas supporting learning cycles with teachers (application to your work) A4 Complete Survey 2

Activity 1: Define & Discuss the role of writing in supporting Social Studies teaching and learning 3

Turn and Talk: Chose a quote, What do you think is meant by this quote? “History would not exist without writing, for doing history means writing history.” Henry Steffens 4 Source: Teaching for Historical Litearcy, Downey & Long “By writing their own arguments, students may begin to see that history is not just about learning names and dates, but an on-going debate about what those facts may mean.” Voss & Wiley

What does writing in Social Studies look like ? 5 What do writing assignments look like in Social Studies? What does writing instruction look like in Social Studies In partnerships, each answers one of the two questions and writes a response in your writing journals. Share your responses, together write a response to the following question: How does writing instruction in Social Studies support writing assignments in Social Studies? based on your responses to the first two questions what relationship do you see? (Chart) Source: Hunts Point Slave Burial Ground Project

Connecting Thinking Like a Historian with writing in Social Studies “Historians think about history differently, they view themselves as detectives, they are involved in the process of searching, analyzing conflicting information and trying to figure out what really happened.” How does this inform writing in History and Social Studies? 6 Source: “Teaching Discipline Specific Literacies in Grades 6-12”, Zygouris-Coe

Models and Examples of Writing in Social Studies 7 Models Archival Writing Narrative Writing Argumentative Writing Narrative Depictive Analytical Dorrity, LSSU.edu Argumentative Informational/explanatory Narrative CCSS Examples Response Paper Book Review Research Paper Bibliography Chronological Account

Activity 2: Model and discus writing in Social Studies lessons/activities across the grades 8

Disciplinary Writing by Grades As we engage in grade specific examples of writing in Social Studies, keep in mind the following questions for discussion: 1.How does the lesson/learning activity support writing in Social Studies? 2.Describe the type of writing that is developed in the lesson? 3.How is writing instruction taught? 9

Activity 3: Explore ways that writing can support Key Ideas (Content) and Skills (Practices) in Social Studies teaching and learning by developing grade specific learning activities 10

Develop a Grade Specific Learning Activity to support Writing in Social Studies 11 What does writing look like in this Social Studies Assignment? How is writing instruction supported in this Social Studies Assignment? Review and Discuss the disciplinary literacy social studies activity from the last session Finalize the activity Develop a writing Activity that supports writing in Social Studies keeping in mind the two questions below Chart your writing activity for Gallery Walk Q1Q2

Application to Your Work Based on conversations and shared strategies: How might you apply the learning from today’s session into your work with Social Studies Teachers In Triads Discuss Ideas, Chart, and Share 12

Survey & Closing 13

Useful Resources and Links

On behalf of OCIPL and the Social Studies Team, Thank you! Please complete the evaluation using the link that was ed (also below and on your agenda). Your feedback is very important and will be used to inform upcoming sessions. 15