Reading, Thinking, and Writing About History: Teaching Argument Writing to Diverse Learners in the Common Core Classroom, Grades 6-12 (Common Core State Standards in Literacy Series)

This is a practical guide to research-tested historical investigations for secondary social studies and literacy classrooms.

Although most state standards highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students.

Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials.

Book Features:

• Integrates literacy and inquiry with core U.S. history topics.
• Emphasizes argumentative writing, a key requirement of most state standards.
• Offers explicit guidance for instruction with classroom-ready materials.
• Provides primary sources for differentiated instruction.
• Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers.
• Models how to transition over time from more explicit instruction to teacher coaching and greater student independence.

Chauncey Monte-Sano is associate professor of Educational Studies at the University of Michigan, and coauthor of Reading Like a Historian. Susan De La Paz is associate professor of Special Education at the University of Maryland. Mark Felton is professor of Secondary Education at San José State University, San José, CA.