Tools for Teachers:
Connecting Social Studies and the CCSS
Text-Based Evidence and Argument
Session Objectives
As a result of this session, participants will…
• EXPLORE text-based evidence and argument
• ENGAGE in identifying characteristics of using
text-based evidence and argument
• CONNECT questioning strategies to classroom
discussion
• REFLECT on how text-based evidence and
argument impacts teaching and learning
EXPLORE:
How do we engage students using text-based evidence and
argument in our current practice?
Watch the following video
and answer the questions
that follow:
1.
What is text-based evidence and
argument?
2.
What does it look like in the
classroom?
3.
What strategies will I need to help
students understand hot to
identify and use text-based
evidence and argument?
4.
What challenges will I face as
students develop proficiency
using text-based evidence and
argument?
The Paideia Seminar- CLICK HERE
Use the Characteristics worksheet you printed in the last
lesson – add 3 to 4 characteristics on the worksheet.
ENGAGE
Characteristics of Text-Based Evidence and Argument
Use the “Characteristics”
chart from the last Module,
Video
EL
1
2
3
4
TextBased
Build
Knowledge
Write
from
Sources
Complex
Critically Analyze
Text
MS
Analyzing Texts:
“Text Talk Time”
HS
Making the
Declaration of
Independence
Come Alive
Reflect on HOW you will incorporate the ideas viewed into
your practice.
CONNECT
Text-Based Evidence and Argument to Classroom Practice
Connecting ideas, read
articles:
•
READ: Developing Democratic
Citizens Through the Use of
Socratic Seminar
•
VIEW: Socratic Seminar:
Supporting Claims and
Counterclaims
•
ANSWER:
Questions on the Journal sheet
Use the JOURNAL provided to answer the questions.
Discuss with your table partners.
CONNECT
Text-Based Evidence and Argument to Classroom Practice
Review the following websites
for your grade band:
•
Elementary: Paideia Active
Learning: Seminar Lesson Plans
•
Middle School: Socratic
Seminar
•
High School:
Literacy Design Collaborative:
History/Social Studies
Complete the Chart – on Reflect: Describe one new way
you could incorporate this lesson-type into your practice.
Time to Reflect
Using the Tools learned in
this Module –
Identify ways instruction
around text-based
evidence and argument is
relevant to your teaching.
Where will you begin to
incorporate lessons
learned?
What support do you
need to get started?
Additional Resources
• Secondary Social Studies Licensure
Program
A list of student inquiry lesson plans
• Using Socratic Questioning
A portal with resources for conducting
Socratic seminars
• Structured Academic Controversy
(SAC)
A guide and handouts for conducting
SAC
• Doing CL: Structured Academic
Controversies
An introduction and resources for
conducting SAC
CREDITS
We would like to thank the following
partners & contributors:
• MAISA – Michigan Association of
Intermediate School Administrators,
General Education Leadership Network
(GELN) Project
• REMC Association of Michigan –
Regional Educational Media Center for
the funding of this project
• The Aspen Institute – PowerPoint
graphics
• Teaching with Midwest Region – for
the content references