Writing Literacy

In the state of Utah they have implemented a writing literacy standards in Social Studies. As I looked for ways to incorporate writing, I came across an article from the Colonial  ƒoundation that gives suggestions on ways to put writing into Social Studies.

The article starts out by saying three reasons to write in a Social Studies classroom:

1. Writing is a fundamental intellectual activity. It prompts problem solving, discovery, and communication.

2. Writing helps you to learn history. Students learn best when they are actively engaged and writing is one way we can do this.

3. Writing clarifies your understanding of the subject. As students write often their questions are clarified.

The author also suggests posting these points in the classroom, and to point to them when students complain.  It goes on to have students write daily summaries, and unit wrap-ups, emphasizing that writing every day is better than long papers.

Students must be taught how to write a historical essay, compared to language arts essays: there are differences. These are suggestions from the article:

• Assume your audience knows nothing about the historical topic.
• Historical writing is based on fact.
• Chronology and sequence are important for organizing historical writing.
• Historical facts should support statements or reasons.
• Use the appropriate historical time frame.
• Make historical writing interesting to the audience by:
• Providing details from the time period.
• Organizing historical information clearly so that it makes an impact on the audience.
• Using first person, if writing as a historical figure.

Journals are also suggested. For opening bell ringers you can have questions posted or do what is called a reaction journal entry: where a quote from a historical figure of the time period being studied is shown and students must write their reaction to the quote using what they know at that time (essay questions can be pulled from these quotes for unit papers, etc). These journals can also be looked back at the end of the unit and see if opinions have changed and reactions have changed.

With writing in the classroom language arts and history can drastically change the way they view writing.

© 2011 †he Colonial  ƒoundation
Writing in the Social Studies Classroom
By Peter Pitard, Principal, Bath County High School, Hot Springs, Virginia

Department of Education Outreach

What We Know and What We Wont to Know

What we know and what we want to know

 The ideas for this lesson come from Values Clarifications: a Handbook of Practical Strategies for teachers and Students (Simon©1972) Strategy Number 65 

Standards Covered 
 Idaho: G 4.2 /4.4
 Utah: G 4.2 /4.3

This lesson will be a starter lessons for most any subject I will use Election Possesses.

Have students Brain storm individually and write on a scratch paper or work sheet what do you know about the Election Presses? Local, State, and National offices etc…(can be substituted for any unit or lesson)

After a few minutes have two students come up to scribe on the board (two students are better because it will keep Ideas flowing without as much interruption in writing. Have students share answers and write them all down true or not. Clarification will come latter.

Once all answers are written, ask what don’t you know about Election Process and make another list these will be in the forms of questions.

Have students organize the knows and don’t knows into logical clusters and teacher talks about the different clusters and corrects some of the misconceptions and assigns reports based on the lists created by the class

Begin by looking in books if possible reserve time at the computer lab or media center.  Reports do not need to be long one or two pages in order to answer the question …

Spread of Opinion: Liberal vs. Conservative Views on the Constitution

U.S. History I or Government

Constitution/ Founders

Spread of Opinion: Liberal vs. Conservative views on the Constitution

Concepts can be adapted to many other lessons

Objective: there are many beliefs concerning constitution this is a great way to introduce Federalist vs. Anti- Federalist views and can be called back upon during the remainder of the term.

 The Idea for this lesson came from: Values Clarification: a Handbook of Practical Strategies for Teachers and Students (Simon ©1972) Strategy Number 9

This lesson should be used after studding the constitution so that students understand the powers given by the constitution but before studding the views of the Federalist papers to try to keep bios untainted.

If Desired Divide students into groups of 5 or 6 assign these groups if desired to mix students from what you know of their views to create more discussions in groups (Friends usually think alike).

Reminded students that their views are to be valued and that what is shared within this discussion are in some circumstances to be considered personal and should not be shared out of classroom without their consent.

Give each group the topic of Views of the Federal System (Federal system should have been covered in lesson in the constitution)

State Standards
Idaho: G 1.1 / 4.1 & US1 1.2 /4.1
Utah: G 1.1 / 1.3 & US1 6.1 /6.2
 

Assignment: from what they know students should come up with 5 or 6 possible position from ultra conservative to ultra liberal, each member of the group takes one of these positions and writes a paragraph about one of the views not necessarily their own if group thinks of more than members in group have them write a sentence view

-          Have packet prepared with information on views if after a students have tried to come up with ideas and if they are not coming up with appropriate views

When finished in groups have group members reveal their views and discuss. After individual groups discuss have each grope reveal their place on continuum, in fact of class and begin discussion once each group has gone to their place in the continuum.

Example of a possible continuum, Views of the Constitution:

Ultra Conservative	Jefferson	Limited Government all rights to the people. Constitution makes government to big anti federalist against the constitution	Other examples: KKK
Conservative	Madison	Need for some government. Believed constitution suppose to limited government to protect the rights of the people. Constitution is a sealing to keep the reach of government limited, believes constitution gives more power to strong states over the central government.	Tea Party
Leans Conservative
Moderate	Washington	Can see the pros and cons to both sides believes that slow progress is stable.	Balance within Supreme Court (5-4 rulings’)
Leans Liberal
Liberal	Adams	Central government key to be strong constitution is a floor to build on. Central government should be stronger than the states.
Ultra Liberal	Hamilton	Central Government to control all rights if not in the constitution can still be able to do it	Black Panthers Roe v. Wade

Assignment/ Assessment: Participation and paragraph as well as any notes gathered on perspectives on the constitution.

Note Taking and Livescribe Smart Pen Lesson

Note Taking and the Livescribe Smart Pen

Cody Owen General Class room

Objectives: Students will learn and practice important aspects of note taking; they will then be introduced to the Smart pen.

Assessment: Students will have the opportunity to use the Live Scribe Smart Pen throughout the semester and have their notes posted on the classroom website or blog.  The students will show how they can use keywords and concepts to convey lectures and not complete sentences. Students will receive feedback and participation points.

Lesson:

Begin the class by asking to see some of the notes from the last class period and ask a few students to read what they wrote… Did you (the student) get the whole point of the lesson or concept? Or were they concerned with writing in complete sentences?

Go over 9 tips for note taking.

1. Come to class prepared.

2. Start a new page for each new class.

3. Don’t try to write down every word your teacher says.

4. Write down the big ideas.

5. Use abbreviations for commonly occurring names and words.

6. Leave lots of room on the page.

7. Use diagrams and pictures where necessary.

8. Write down corresponding page numbers from your textbook.

9. Review your notes for accuracy.

Introduce the Livescribe Smart Pen and explain that over the semester students will each take one or two class periods where they will take notes with the pen and that these notes will be posted on the class website for reference and those students that miss class. They will be expected to use the tips given in class.

When explaining the Smart pen use the Livescribe Smart Pen web site to show how it works.

http://www.livescribe.com/en-us/