1. Common Core Standards Meet Social Studies ContentExpectations Eastern Michigan Writing ProjectDisciplinary Literacy Inquiry Group History/Social Studies4/14/2012 1

2. Who we are . . . 4 SE Michigan Secondary Teachers of Social Studies and English Language Arts, collectively working with richly diverse student populations in schools situated in rural, urban, and suburban communities. Alumnae of the Eastern Michigan Writing Project Summer Institutes; Serve as EMWP Teacher Consultants; Serve in leadership and professional development roles within our schools and ISDs; A Teacher Inquiry Community focusing on Disciplinary Literacy in History and Social Studies4/14/20122 3. Our inquiry . . . General question as a group: What happens when we bring what we know aboutwriting processes and writing to learn strategies to bearon the Common Core Standards for History and SocialStudies? How can we and our students use writing tounderstand history/social studies? Individually, we each had questions specific to our own classroom contexts and curricular goals, each of us was seeking ways to help students develop the habits of mind that writers in the discipline use to pursue their inquiries.4/14/20123 4. Our Invitation and Engagementtoday will Present a cycle of inquiry about history/social studies content Demonstrate multiple ways to situate writing throughout an inquiry cycle Model an inquiry stance to our own teaching by deliberately taking on a topic not already firmly embedded within our regular curriculum Encourage you to take risks so that you and students can encounter material that is timely, topical, and relevant to your individual and shared experiences4/14/20124 5. Writing that meets the Standards and Expectations One goal of Social Studies education is to foster activeresponsible citizens. One goal of common core is to teach kids to be flexiblewriters. 4/14/2012 5 6. from College and Career Readiness Note on range and content of student writing: For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought and felt. . . . Students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately.4/14/20126 7. from Common Core Standards Students will write routinely over extended time (time forreflection and revision) and shorter time frames (a single sittingor a day or two) for a range of discipline-specific tasks, purposes,and audiences. Students will produce clear and coherent writing in which thedevelopment, organization, and style are appropriate to task,purpose, and audience. Students will write arguments focused on discipline-specificcontent. Students will conduct short as well as more sustained researchprojects to answer a question (including a self-generatedquestion) or solve a problem.4/14/20127 8. from SOCIAL STUDIES HIGH SCHOOL CONTENT EXPECTATIONS V.10.07 (page 9)Active Responsible Citizens Our constitutional democracy requires active citizens. . . .The social studies curriculum prepares students to participate in political activities, to serve their communities, and to regulate themselves responsibly.The Responsible Citizen: Uses knowledge of the past to constructmeaningful understanding of our diversecultural heritage and inform his/her civicjudgments (Historical Perspective) Uses methods of social scienceinvestigation to answer questions aboutsociety (Inquiry) Knows how, when, and where to constructand express reasoned positions on publicissues (Public Discourse and DecisionMaking) Acts constructively to further the publicgood (Citizen Involvement)4/14/2012 8 9. 4/14/2012 9 10. Elicit student investment Writing- to- learn techniques:* brainstorm - what do they already know?* take a stand in response to a question* elicit questions they need to answer in order tosolve the big question4/14/201210 11. Get them invested If we simply feed students information, they tend toreject it. If, however, we let them come to a conclusion, they canbecome more involved and invested in the topic andthey can become more motivated to care about it.4/14/2012 11 12. For instancetry a little pretest: Are Americans more or less charitable than citizens ofother countries? Put these countries in order, starting with the countrythat gives the most to charity and end with the countrythat gives the least:Italy, Germany, France,United States.4/14/201212 13. Some more food for thought: Charity is not the only way citizens give. What aboutdonating time or volunteering? Where do you thinkAmerica stands in comparison to the Netherlands,Switzerland, or Germany? Who donates more (percentage-wise), the rich or thepoor?4/14/201213 14. The Philosophy of Giving Who do you think contributes more to charity-thosepeople who believe government should do more toreduce income equality or those who believegovernment should NOT be an income leveler?4/14/2012 14 15. Some answers In terms of gross dollar amounts, Americans are the most charitable country in the world. In 2006, Americans gave $295 billion to charity. 3 times more than the French 7 times more than the Germans 14 times more than the Italians4/14/201215 16. More answers In 1998, Americans were 15 percent more likely to volunteer their time than the Dutch, 21 percent more likely than the Swiss, and 32 percent more likely than the Germans. The American rich are generous. Those whose household income is a million or more make up about 50% of charitable giving in America. But low-income working families are the most generous of all, giving a greater percentage of their income to charity than other income groups.4/14/2012 16 17. Rich or poor.. In 1996, people who believed the United Statesgovernment should NOT take greater measures toreduce income inequality gave, on average, four timesas much money to charity each year as those whobelieved the government should equalize incomesmore.4/14/2012 17 18. Work Cited Brooks, Arthur. A Nation of Givers, The American: The Online Magazine of the American Enterprise Institute. Mar/Apr 2008. Web. 18 Mar. 2012. _____ But for more of the story and for additional data and context, see also: http://www.guardian.co.uk/news/datablog/2010/se p/08/charitable-giving-country http://chartsbin.com/view/vfp4/14/201218 19. What do these facts mean to us? Should America be the big brother of the world? Is the well-being of much of the rest of the world our responsibility? Does our engagement in so many areas of the world hurt America or help us? What is our duty as American citizens with respect to charitableness? Do I have to volunteer or donate to be a good American?4/14/2012 19 20. Remarks of Senator John F. KennedyAt 2:00 a.m. on October 14, 1960, Senator John F. Kennedy addressedstudents on the steps of the University of Michigan Union. In his speech,he challenged the students to give two years of their lives to help peoplein countries of the developing world. The following is a transcript of thatspeech.JFK Speech4/14/2012 20 21. Essential Questions Is JFKs statement still true today? Why should Americans volunteer? How can we be involved as volunteers? Who needs my help? What are some problems in my community where I can make a difference?4/14/2012 21 22. 4/14/2012 22 23. DISCOVERING RESEARCHABLE QUESTIONS Problems in my CommunityNeeds that are unfilled People who dont have a voice Different ways to help4/14/201223 24. Narrowing Down the Topic1. Select one issue you feel passionately about from your chart2. See if there are voices, needs and/or methods that naturally connect from your chart3. Write the issue in the center of a blank sheet and branch off the voice, need and method from it4. Then break the issue down as specifically as possible to really get at the root of what you want to coverElementaryExample:Diapers Teens Voice-kids Need-clothes PreschoolWinter coatsPovertySummer clothesVolunteer ShelterClothing drive 4/14/201224 25. Once youve identified your goal. . .4/14/2012 25 26. awareness of others positionsbecomes equally critical.4/14/2012 26 27. To persuade, PICK your argument State your Position (minor or major premise) Identify your opponents position (minor or major) Concede to a small part of their concerns Then, give a Kick butt rebuttal4/14/2012 27 28. Understanding the nay-sayer Common concernsrevolve around: Why is it my business? Who has the $$ ? Who has the time ? Will it make a long- term difference? What will people think of me?4/14/2012 28 29. Pair Off List your reasons or Brainstorm yourexamples for your goal inopponents counterorder of strongest toreasons/ excuses/weakestexamples/ concerns for each one. Following that concern,what has the opponent Which concern can younot considered? What see as reasonable inare the limits? Or some cases or in somealternate evolutions?situations? (concede)(Rebuttal)4/14/2012 29 30. Smooth the song with transitions Another reason (Position) Some may believe (ID Others Pos.) Its true or Its possible that (clear concession) However or Yet (To begin a rebuttal)4/14/201230 31. How much awareness must you demonstrate?It depends on your purpose andthe audience you are trying to reach.4/14/2012 31 32. 4/14/2012 32 33. Objectives Students will think about how they, as citizens, can beinvolved in their communityeither local, state,national or global. Students will recognize ways their opinions may becommunicated.4/14/201233 34. R.A.F.T.Role Audience Form Task You are an active,Persuade responsible citizen Influence Convince Sway Argue Encourage Promote Endorse Support4/14/2012 34 35. Improving student writing Giving options fosters flexibility. Giving choices promotes investment in the process. Making genre, audience, and purpose explicit helpsstudents to be more strategic writers. Builds awareness of how we, as active responsiblecitizens, can have a voice.4/14/2012 35 36. Next Steps expectations:Focus on genre specific Rough draft What do students already know? Use models What do students notice? Model What specific mini-lessons (5 to 10 minutes) would benefit students? Revise What can students now do?4/14/2012 36 37. What conversations do you want to foster among your students? What questions do you have for them about your shared communities?4/14/201237