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Writing in Social Studies

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WRITING IN SOCIAL STUDIES Ashley Flood AP Human Geography Franklin High School Franklin, TN ashley.flood_at_wcs.edu – PowerPoint PPT presentation

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Title: Writing in Social Studies


1
Writing in Social Studies
  • Ashley Flood
  • AP Human Geography
  • Franklin High School
  • Franklin, TN
  • ashley.flood_at_wcs.edu

2
Discuss
  • On a scale of 1-5, how often do you use writing
    in your classroom?
  • (Never) 1 2 3 4 5 (Almost every
    lesson)
  • What prevents you from assigning more writing?
  • What kinds of writing do you assign?
  • How often do the writing assignments focus on
    geography?
  • How do you grade writing?

3
Agenda
  • Creating and using prompts with a geographic
    focus
  • Assessing writing with rubrics
  • Encouraging students to improve the quality of
    their writing

4
Creating Prompts with a Geographic Focus
5
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6
What is Spatial Perspective?
  • National Geographic
  • A historical perspective focuses on the temporal
    dimension of human experience (time and
    chronology), while geography is concerned with
    the spatial dimension of human experience (space
    and place).
  • The space of Earths surface is the fundamental
    characteristic underpinning geography. The
    essential issue of wherenessembodied in specific
    questions such as, Where is it? Why is it
    there? helps humans contemplate the context of
    spatial relationships in which the human story is
    played out.

7
Gershmels Spatial Thinking Concepts
8
USE Prompts from AP courses
  • Use the prompt as it appears
  • Structure prompts in a similar way
  • AP Courses to pick prompts from
  • World History
  • US History
  • Human Geography
  • Government

9
Prompts from AP Human Geo
  • 2014
  • 2013

10
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11
Prompt from AP Government
8.32 Explain the ratification process and
describe the conflict between Federalists and
Anti-Federalists over ratification, including the
need for a Bill of Rights and concern for states
rights, citing evidence from the Federalist
Papers No. 10 and 51 and other primary source
texts. (H, P)
12
Take some time to work on creating 3-5 writing
prompts you could use in your courseBe sure
The prompts are tied to a standard
13
Assessing Writing
  • Its all about efficiency

14
Why use a rubric?
  • Gives student a clearer picture of their
    strengths and weaknesses
  • Helps with consistency
  • Saves time from writing out comments
  • Students can help you grade!

15
How to structure a rubric
  • Rubric based on skills
  • Introduction, supporting evidence, conclusion,
    etc
  • Rubric based on content
  • Looking for certain ideas, vocabulary, people,
    etc
  • Rubric Resources
  • Rubistar
  • Kathy Schrocks Guide to Everything

16
Prompts from AP Human Geo
  • 2014

17
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18
Prompts from AP Human Geo
  • 2013

19
(No Transcript)
20
Student Peer Grading
  • Everyones score starts at 0
  • Each item in the paper that is also on the rubric
    earns a 1
  • Have students underline what specifically they
    are giving credit for and write 1 when a point
    is earned
  • Have students total the points
  • Let students keep the rubric as notes to study
  • Make the rubric early, but be flexible when
    grading

21
Improving quality of student writing
22
FHS students learn the ABCs of Rebel Writing
  • Attack and take apart the Prompt/Create Thesis
  • Brainstorm ideas and collect evidence
  • Categorize and create the order of ideas

23
ATTACK the Prompt
  • Before writing anything, know your assignment
    READ THE PROMPT! What are you being asked to do?

Responses requires a careful, critical look at
the reading/text.
24
THE PROMPT
  • THE QUESTION THAT MUST BE ANSWERED OR THE TASK
    THE STUDENT MUST UNDERTAKE.
  • THESE WILL BE DIFFERENT FOR EACH SUBJECT AREA.
  • STUDENTS WILL LEARN TO TAKE THE PROMPT APART TO
    MAKE SURE THEY UNDERSTAND WHAT THE PROMPT IS
    ASKING THEM TO DO.
  • STUDENTS WILL USE THE PROMPT TO FORMULATE THESIS
    STATEMENTS.

25
The Prompt
  • Step 1 Label the type of writing
  • - Persuasive, Expository, Business Letter,
    Narrative, Lab Report
  • Step 2 Label the parts of the prompt
  • - Situation and Directions
  • Step 3 Circle verbs/key words and underline the
    act

26
The Thesis Statement
  • SUBJECT CLAIM/OPINION THESIS
  • Common confusion
  • Doesnt have to be three-pronged
  • Must have a subject AND claim/opinion (you must
    opine somethingSOMETHING ESSAY WILL PROVE)
  • PlacementPut thesis at end of your Introduction.

27
FHS students learn the ABCs of Rebel Writing
  • Attack and take apart the Prompt/Create Thesis
  • Brainstorm ideas and collect evidence
  • Categorize and create the order of ideas

28
Evidence Concrete Details (CD)
  • THE WHAT
  • FACTS
  • EXAMPLES
  • ILLUSTRATIONS
  • EVIDENCE
  • SUPPORT
  • TEXT REFERENCES
  • PARAPHRASES
  • CITATIONS
  • QUOTATIONS
  • TEXT SUMMARY

29
Brainstorm/Collect Evidence (Concrete Details)
Beneficial to start school later Detrimental to start school later
1. 1.
2. 2.
3. 3.
30
FHS students learn the ABCs of Rebel Writing
  • Attack and take apart the Prompt/Create Thesis
  • Brainstorm ideas and collect evidence
  • Categorize and create the order of ideas

31
Once you brainstorm/collect the CDs, how do you
Categorize the CDs?
  • LOOK AT YOUR LIST OF CONCRETE DETAILS
  • WHAT CATEGORIES OR COMMONALITIES DO YOU SEE?

32
Categorize and Choose Order
  • Introduction
  • Category 1 Topic of Body Paragraph 1 (Reason
    1)
  • CD 1
  • CD 2
  • Category 2 Topic of Body Paragraph 2 (Reason
    2)
  • CD 1
  • CD 2
  • Category 3 Topic of Body Paragraph 3 (Reason
    3)
  • CD 1
  • CD 2
  • Concluding Sentence

33
Concrete Details (CD)
  • Specific details that form the backbone or core
    of your body paragraphs.
  • Concrete details can include facts, specifics,
    examples, descriptions, illustrations, support,
    proof, evidence, quotations, paraphrasing, or
    plot references.
  • Example CD 1 for Body Paragraph 1
  • For example, if students were able to get more
    rest, they would be more awake in class and apt
    to engage in lessons without feeling drowsy.

34
COMMENTARY (CM)
  • ALSO KNOWN AS
  • ANALYSIS
  • INTERPRETATION
  • EVALUATION
  • OPINION
  • INFERENCE
  • INSIGHT
  • SIGNIFICANCE
  • EXPLANATION
  • THIS COMES AFTER CATEGORIZING THE CONCRETE
    DETAILS
  • STUFF FROM YOUR HEAD
  • SHOWS THINKING
  • WHAT IS HIDDEN OR IMPLIED UNDER THE SURFACE OF
    THE TEXT
  • THE SO WHAT?
  • THE WHY?
  • THE SPIN

35
RATIOS OF CD to CM in writing
  • THESE DIFFER DEPENDING ON THE TASK.
  • SUGGESTED - For every 1 CD 2 CM

36
Commentary 1 (CM 1)
  • The commentary sentences are your opinion or
    comment about the concrete detail. They include
    your opinion, insight, analysis, interpretations,
    inference, personal response, feelings,
    evaluations, explication, and reflection.
  • This is when you explain the quote/statistic/parap
    hrase that you included in the concrete detail.
  • Example CM 1 for CD 1
  • This means that students would be more awake and
    able to pay attention to lessons, improving the
    quality of their engagement.

37
Commentary 2 (CM 2)
  • Further explains the concrete detail and sets the
    reader up to read the next concrete detail.
  • Must start with a link or transition!
  • Example CM 2 for CD 1
  • Furthermore, when students levels of engagement
    increase, they are more likely to understand the
    material that is being taught.

38
TRANSITION WORDS
  • FOR EXAMPLE
  • IN ADDITION
  • FURTHERMORE
  • CONSEQUENTLY
  • IN FACT
  • MOREOVER
  • OF COURSE
  • ON THE OTHER HAND
  • STILL
  • THEREFORE
  • ALTHOUGH
  • THESE ACT AS INDICATORS FOR THE CONCRETE DETAILS
  • AT FIRST, STUDENTS USE THEM IN A SPECIFIC ORDER
  • THESE CAN BE USED IN ANY ORDER ONCE STUDENT
    INTERNALIZES THE FORMULA

39
REBEL WRITING FORMULA for BASIC Body Paragraphs
(with transitions)
  • TOPIC SENTENCE (subject claim)
  • Concrete Detail (CD 1 For example,)
  • Commentary (CM 1)
  • Commentary (CM 2)
  • Concrete Detail (CD 2 In addition,)
  • Commentary (CM 1)
  • Commentary (CM 2)
  • CONCLUDING SENTENCE

40
THE FORMULA
  • THIS IS A TOOL FOR NOVICE WRITERS TO USETHUS THE
    REPETITION.
  • OUR EXPECTATION IS THAT THE MORE PRACTICE
    STUDENTS GET WITH THE METHOD, THE MORE THEY WILL
    INTERNALIZE THESE TOOLS , AND THE LESS THEY WILL
    NEED THE REPETITIVE FORMULA.

41
Thank you for participating in todays writing
session!
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