Argument writing in history and social studies

The old way of teaching…Going, going,... “Giving notes” from powerpoint presentations... “This is important, write this down...” “Read pages 56-67 in your textbook and answer...” “Complete the worksheet...” ...OK, not gone, but a lot less prevalent.

New History Instruction Based on research about how students understand history and read historical documents Research is primarily from fields of History Education (Wineburg, VanSledright, Levstik, Barton), and Reading/Language Arts Education (Guthrie, Afflerback, Torney-Purta) Students show interest and learn history best when it is taught as an investigative process -- like the practices of real historians

New History Instruction Research coincided with the introduction of Teaching American History Grants Has influenced both instruction and instructional materials unlike any other movement in social studies Students read and analyze primary and secondary sources to develop interpretations of historical events, and then conduct evidence-based argumentative writing to support their conclusions.

Writing arguments Writers often make their arguments through essays. When presenting an argument on a topic in history or social studies, the writer analyzes evidence from primary and secondary sources and tries to convince the reader to share his or her analysis by providing strong reasons and evidence. This type of argument essay may try to change the reader’s view of an event or issue, convince them to act a certain way, or accept the writer’s analysis of an event, a historical person, or a problem.

Social Studies is primarily the application of language arts and critical thinking skills to specific concepts and content

What is History? Accounts/narratives different depending on perspective We rely on evidence to construct account of the past We must question the reliability of evidence Any single piece of evidence is insufficient We must use multiple sources to build a plausible account Reading Like a Historian Stanford History Education Group

Sourcing Who wrote this? What is the author’s point of view? Why was it written? When was it written? Is the source believable? Reading Like a Historian Stanford History Education Group

Contextualizing What else was going on? What was it like to live in this time? What things were different?...the same? What would it look like to see this event through the eyes of someone who lived back then? Reading Like a Historian Stanford History Education Group

Corroboration What do other pieces of evidence say? Am I finding the same information everywhere? Am I finding different versions? Why? Where else could I look to find out about this? What evidence is most believable?

Close Reading What claims does the author make? What evidence does the author use to support those claims? How is this document supposed to make me feel? What words of phrases does the author use to convince me? What information does the author leave out? Reading Like a Historian Stanford History Education Group

Comparing Sources Conduct a close reading of the two textbook excerpts about the Boston Massacre In what ways do the authors attempt to influence the reader? Which source would you consider more reliable? Why? Are textbooks reliable sources?

Argument Writing Quick Cards

What do we think this looks like in social studies?

Historical Investigations, DBQs, History Labs Essential Question Use Historical Thinking Skills to Examine, Evaluate, Analyze, and Interpret Sources Develop a claim based on the evaluation of evidence Support claim with evidence from sources Address counterclaims with evidence from sources

Argument “Structure” Claim (Topic Sentence) Evidence Paragraph Format: In ANY order! Claim (Topic Sentence) Evidence Explanation/Analysis (elaboration) Counterclaim Rebuttal with Evidence Concluding Sentence

Where do we begin? Find appropriate texts to show pros/cons of evidence on a topic. Article can be given by the teacher or found by students in their research. Construct a writing prompt to support argumentative writing. Have students dissect the prompt before reading text so that they fully understand the task at hand.