Language Arts and Social Studies for Middle School Teachers

1
Language Arts and Social Studies for Middle
School Teachers

• Marilee Beach M.Ed.
• Carol Warren M.Ed., M.A.
• Arizona Department of Education

2
Introduction

• This Power Point with notes was developed to
  assist middle school teachers who are asked to
  include language arts instruction in their social
  studies classes. Suggested strategies for
  vocabulary development and summary writing are
  given.

3
Outline of Contents

• Integration
• Across Standards
• Within Standard
• Social Studies and Reading
• Vocabulary Development
• Social Studies and Writing
• Summary Writing
• Reading and Writing in the Social Studies
  Research Skills

4
Example Lesson

• All teachers need to be teachers of reading and
  writing.
• Using a Performance Objective from eighth grade
  as an example, suggested strategies are given for
  integrating reading and writing skills into
  social studies.

5
Example - Social Studies Grade 8 Strand 3 Concept
3

• PO 7. Summarize the significance of the
  following Supreme Court cases
• Marbury v. Madison
• Plessy v. Ferguson
• Brown v. Board of Education
• Gideon v. Wainright
• Miranda v. Arizona
• Korematsu v. United States

6
Example - Social Studies Strand 3 Concept 3

• PO 7. Summarize the significance of the
  following Supreme Court cases
• Marbury v. Madison
• Content Vocabulary
• General Vocabulary

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Building Vocabulary

• Direct vocabulary instruction is an effective way
  to build background knowledge (Marzano, Building
  Background Knowledge, 2004).
• The practice of assigning vocabulary and
  expecting students to look up the words, write
  definitions, and know the new words for a test is
  ineffective.

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Effective Vocabulary Instruction

• Teacher discusses and defines vocabulary words
  prior to or during the reading of the text.
• Before reading the text for the first time,
  teacher introduces each word or term and offers a
  definition that fits the context.

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Effective Vocabulary Instruction

• As you begin reading the text, pause at the end
  of the paragraph that contains the new word and
  repeat the definition.
• Ask students to repeat the definition and then
  make sense of the new word in the context.

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Effective Vocabulary Instruction

• Take time to discuss the meaning and how it
  affects the comprehension of the text.
• Clarify any misunderstandings and repeat the
  definition again in unison with the class.

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Reading Strand 1 Concept 4 Vocabulary (Grades
6-8)

• PO 1. Determine the meaning of vocabulary using
  linguistic roots and affixes (e.g., Greek,
  Anglo-Saxon, Latin).
• PO 2. Use context to identify the intended
  meaning of unfamiliar words (e.g., definition,
  example, restatement, synonym, contrast).
• PO 3. Use context to identify the meaning of
  words with multiple meanings (e.g., definition,
  example, restatement, or contrast).
• PO 4. Determine the meaning of figurative
  language, including similes, metaphors,
  personification, idioms, hyperbole, and technical
  language.
• PO 5. Identify the meanings, pronunciations,
  syllabication, synonyms, antonyms, and parts of
  speech of words, by using a variety of reference
  aids, including dictionaries, thesauri,
  glossaries, and CD-ROM and the Internet when
  available.

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Effective Vocabulary Instruction Supports

• Reading Strand 1 Concept 4
• Understand meaning of unfamiliar words
• Linguistic roots and affixes
• Context unfamiliar words
• Context multiple meaning words
• Figurative language
• Reference aids
• Reading Strand 1 Concept 6
• Building background knowledge

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Content Vocabulary

• judiciary
• repeal
• writ of mandamus
• tour de force
• null and void
• arbiter

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General Vocabulary

• dominated
• prior
• denied
• allotted
• chastise
• flouted
• assumption

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Content Vocabulary

• Words and terms that are considered technical
  (i.e., writ of mandamus) must be taught directly.
• Ensure that students understand each term in
  conjunction with the text.
• Offer student friendly definitions, examples,
  and synonyms.

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Content Vocabulary

• Teaching the word repeal (using Reading
  S1C4PO1)
• Root word appeal is Latin and means to drive.
• The prefix re- means again.
• Thus, repeal means to drive again.
• Repealing the case will cause it to be driven
  again or tried again.

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General Vocabulary

• Teaching the word denied
• The new chief justice, John Marshall, understood
  that if the Court awarded Marbury a writ of
  mandamus the Jefferson administration would
  ignore it, and thus significant weaken the
  authority of the courts. On the other hand, if
  the Court denied the writ, it might well appear
  that the justices had acted out of fear.
• Marbury v. Madison (1803)
• Retrieved from http//usinfo.state.gov/usa/infous
  a/facts/democrac/9.htm

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General Vocabulary

• Teaching the word denied (using Reading
  S1C4PO2)
• Reread paragraph. The first sentence talks about
  awarding which means to give something to
  someone.
• The second sentence begins with On the other
  hand, which signals a reverse.
• Thus, denied means to not award something to
  someone.

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General Vocabulary

• Teaching the word dominated
• Thus, when the opposing Republicans won the
  election of 1800, the Jeffersonians found that
  while they controlled the presidency and
  Congress, the Federalist still dominated the
  judiciary.
• Marbury v. Madison (1803)
• Retrieved from http//usinfo.state.gov/usa/infous
  a/facts/democrac/9.htm

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General Vocabulary

• Teaching the word dominated (using Reading
  S1C4PO2).
• Isolate the sentence in the paragraph and reread
  it.
• Focus on ..while they (the Federalists)
  controlled the presidency and (the
  Jeffersonians) still dominate the judiciary.
• Winning the election allowed the Jeffersonians to
  control the presidency.

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Continued-

• Draw on students prior knowledge of the word
  control meaning to have authority over.
• The word still in the second part of the
  sentence signifies that there has been no change
  thus the Federalists still have authority over or
  dominate the judiciary.

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Writing Instruction supports

• Social Studies content knowledge
• Strand 3 Civics/Government
• Concept 3 Functions of Government
• Laws and policies are developed to govern,
• protect, and promote the well-being of the
• people.
• Reading comprehension
• Strand 1 Reading Process
• Concept 6 Comprehension Strategies

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Reading Strand 1 Concept 6 Comprehension
Strategies (Grades 6-8)

• PO 1. Predict text content using prior knowledge
  and text features (e.g., illustrations, titles,
  topic sentences, key words).
• PO 2. Confirm predictions about text for
  accuracy.
• PO 3. Generate clarifying questions in order to
  comprehend text.
• PO 4. Use graphic organizers in order to clarify
  the meaning of the text.
• PO 5. Connect information and events in text to
  experience and to related text and sources.
• PO 6. Apply knowledge of the organizational
  structures (e.g., chronological order, compare
  and contrast, cause and effect relationships,
  logical order, by classification) of text to aid
  comprehension.
• PO 7. Use reading strategies (e.g., drawing
  conclusions, determining cause and effect, making
  inferences, sequencing) to interpret text.

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Social Studies Grade 8 Strand 3 Concept 3

• PO 7. Summarize the significance of the
  following Supreme Court cases
• Marbury v. Madison
• Plessy v. Ferguson
• Brown v. Board of Education
• Gideon v. Wainright
• Miranda v. Arizona
• Korematsu v. United States

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Writing Strand 3, Concept 2- Summary Writing

• PO 1. Record information (e.g., observations,
  notes, lists, charts, map labels and legends)
  related to the topic.
• PO 2. Write a summary based on the information
  gathered that include(s)
• a topic sentence
• supporting details
• relevant information
• PO 3. Write an explanatory essay that includes
  a thesis statement supporting details,
  introductory, body, and concluding paragraphs

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Summary Writing

• Use guided reading questions as a tool for
  summary writing
• Use guided reading questions to enable students
  to
• discern the main ideas
• discern important supporting details

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Marbury vs. Madison Guided Reading Questions

• What role did John Marshall play in shaping the
  Supreme Court?
• Why is the decision Marbury vs. Madison important
  for the balance of powers in the Federal
  government?
• Who was James Madison?

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Marbury vs. Madison - Guided Reading Questions -
continued

• Who was William Marbury?
• What two important results of the case define the
  role of the Supreme Court today?
• In what way does that affect citizens today?

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Integration Across Social Studies Strands

• Social Studies Grade 8 Strand 3 Concept 3
• Marbury v. Madison Strand 1 Concept 4
• Plessy v. Ferguson Strand 1 Concept 9
• Brown v. Board of Education Strand 1 Concept 9
• Gideon v. Wainright Strand 1 Concept 9
• Miranda v. Arizona Strand 1 Concept 9
• Korematsu v. United States Strand 1 Concept 8

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Summary Writing

• Other activities-
• The individual court case summaries can be
  combined into one larger summary statement
• Summarize, analyze, or compare the significance
  or effects of two of the cases that are from the
  same historical period
• Plessy v. Ferguson and Brown v. Board of
  Education
• Gideon v. Wainright and Miranda v. Arizona

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Writing Skills in the Social Studies Standard

• Strands 1 and 2
• Concept 1Research Skills for History (Grades
  6-8)
• Formulate questions that can be answered by
  historical study and research.
• Describe the difference between a primary source
  document and a secondary source document and the
  relationships between them.
• Analyze cause and effect relationships between
  and among individuals and/or historical events.
• Analyze two points of view on the same historical
  event.

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Example - Social Studies Grade 8 Strands 1 and 2
Concept 1

• PO 5. Describe the difference between a primary
  source document and a secondary source document
  and the relationships between them.
• PO 6. Determine the credibility and bias of
  primary and secondary sources.

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Primary source documents

• Vocabulary instruction is very important when
  using primary documents
• Primary documents may contain archaic or
  unfamiliar words and variant spellings

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Primary source -excerpt

• From these and many other selections
• which might be made, it is apparent, that
• the framers of the constitution
• contemplated that instrument as a rule
• for the government of courts, as well as
• of the legislature.
• MARBURY v. MADISON, 5 U.S. 137 (1803)
• Page 5 U.S. 137, 180

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Secondary source - excerpt

• One was the authority to declare acts of
• Congress, and by implication acts of the
• president, unconstitutional if they
• exceeded the powers granted by the
• Constitution.
• Marbury v. Madison (1803)
• Retrieved from http//usinfo.state.gov/usa/infous
  a/facts/democrac/9.htm

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Writing activity

• Writing Strand 3, Concept 2
• PO 2. Write a summary based on the information
  gathered that include(s)
• a topic sentence
• supporting details
• relevant information
• Students will write a summary of the two sources,
  describing the difference between them, the
  relationship between them, and analyze the
  credibility and bias of each.

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Resources

• ADE Reference Library
• K-8 trade books aligned to the Social Studies
  Standard
• On ASSET
• Access through IDEAL on ADE website
• http//www.ade.state.az.us/

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Resources

• Arizona Geographic Alliance GeoLiteracy
• K-8 lessons linking geography performance
  objectives to tested language arts skills
• http//alliance.la.asu.edu/azga/
• Arizona Council on Economic Education Lending
  Library
• http//www.azecon.org/about.htm

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Resources

• Arizona Foundation for Legal Services Education
  Resource Lending Library
• A free lending library of over 2500 law-related
  education materials
• Books, curricula, and lesson plans, including
  writing and reading activities
• http//www.azflse.org/

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In summary Reading Standard

• Readers who develop a rich and varied repertoire
  of word meanings have a greater capacity for
  understanding the text they read.
• Understanding the meaning embedded in text is the
  fundamental reason for reading.

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In summary Writing Standard

• Writing skills particular to the applications
  listed here may be taught across the curriculum,
  although some applications may lend themselves
  more readily to specific content areas.
• It is imperative that students write in all
  content areas in order to increase their
  communication skills, and ultimately to improve
  their understanding of content area concepts.

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Contact information Carol Warren
Carol.Warren_at_azed.gov 602-364-4030Social
Studies Resource Page http//www.ade.state.az.us/S
BTL/sdi/socstudies.asp