Assessing Students’ Historical Thinking & Argument Writing

Chauncey Monte-Sano

cmontesa@umich.edu

Types of writing in the CCSS

Informative textConvey or describe major details pertaining to a topic, event, idea, or person.

NarrativeTell the story of a person, event, or time period. Select what details to include, where to begin and end, cause-effect relationships

ArgumentAn argument has a claim that binds everything in the essay together. The writer includes evidence and explanation or analysis in building an argument.

WERE AFRICAN AMERICANS FREE AFTER THE CIVIL WAR?

Were African Americans free after the Civil War?

Types of writing in the CCSS

Informative textConvey or describe major details pertaining to a topic, event, idea, or person.

NarrativeTell the story of a person, event, or time period. Select what details to include, where to begin and end, cause-effect relationships

ArgumentAn argument has a claim that binds everything in the essay together. The writer includes evidence and explanation or analysis in building an argument.

Why argument?

Argument is central to an inquiry approach to social studies (C3)

Critical to college and career readiness, yet only 20% of college students prepared (Graff,2003)

Key to civic preparation in promoting good decision making (Fulkerson, 1996)

Helps students learn content (Wiley & Voss, 1999)

Gives students a voice and an active role in studying social studies (Epstein, 2006)

Using the C3 to frame social studies writing

Goals for historical thinking & argument writing (and C3 overlap)

Take a position in response to question (D1).

Make a clear argument rather than simply summarizing (D4).

Support argument with evidence (D3).

Explain how the evidence supports the argument (D3, D4).

Judge the quality of the evidence (e.g., considers reliability

of authors, time period, or strength of authors’ support- D2, D3).

Consider multiple perspectives (D2).

EXAMPLES OF ONE STUDENT’S WRITING OVER TIME

Were African Americans free after the Civil War?

Examine Aaron’s pre-test

Look for the following: The main claim Evidence to support argument Explanation of evidence Judgments about the author, context,

evidence Consideration of multiple perspectives

What does Aaron need to improve?

Aaron’s pre-test

Aaron’s pre-test

Aaron’s pretest

Praise: Good writing

Clear claim

Use of examples to support claim

Understanding of basic historical content

Polish: Work on historical writingInclude specific

examples and quotations from texts

Address challenging evidence

Evaluate the sources by noting authors/context

Examine Aaron’s posttest

Look for the following: The main claim Evidence to support argument Explanation of evidence Judgments about the author, context,

evidence Consideration of multiple perspectives

What improvements do you see between essays? What still needs improvement?

Aaron’s posttest

Aaron’s posttest

Aaron’s posttestPraise:

Clear claim

Structure to support claim

Use of examples and quotes to support claim

Explanation of evidence

Evaluation of evidence

Recognition of more than one perspective and complexity of topic

Beginning to evaluate sources

Polish:

Rebut opposing perspectives

Evaluate the sources with greater attention to authors & context

Aaron’s writing and the C3

ASSESSING STUDENTS’ ESSAYS

Substantiation

Rebuttal

Perspective

Contextualization

Formative assessment

Student self-assessment & goal setting

SUPPORTING STUDENT GROWTH

What supported Aaron’s growth?

18-day curriculum (Revolution – Civil War)• Historical reading and writing tools• 6 “Investigations” with central question &

conflicting primary sources (adapted)• Day 1= Background knowledge & reading• Day 2= Reading, analysis/discussion, & planning• Day 3= Composing & reflection

• Investigations 1-3= Teacher modeling & guidance• Investigations 4-6= Increasing student

independence

“Do” social studies Approach social studies as inquiry (C3) Pose debatable questions (D1) Present contrasting

documents/perspectives (D2, D3) Structure and support reading (D2) Provide opportunity for discussion (D2, D3)

Teach argument writing explicitly (D4) Make expectations explicit Provide models of good writing Model aspects of the writing process

Teaching Principles

“Do” social studies Approach social studies as inquiry (C3) Pose debatable questions (D1) Present contrasting documents/perspectives

(D2, D3) Structure and support reading (D2) Provide opportunity for discussion (D2, D3)

Teach argument writing explicitly (D4) Make expectations explicit Provide models of good writing Model aspects of the writing process

Assessment Principles

Pose debatable questions (D1)

Present social studies as an inquiry-oriented subject by posing questions that can be answered in multiple ways.

Were African Americans

free after the Civil War?

Good questions…

• …have multiple possible interpretations

• …require analysis and move beyond summary

• …are illuminated by looking at evidence

Present contrasting perspectives (D2, D3)

Give students a chance to investigate and ground their writing in evidence by including sources that present multiple perspectives.

• Select sources that present multiple perspectives

• Sources should support more than one interpretation

• Sources should align with the prompt

Prepare Sources

• Consider students’ reading level and background knowledge

• Orient students to the text• Make sure key information is visible• Create space around the source

• Use large font (16 pt. or bigger)

http://historicalthinkingmatters.org

Make expectations for argument writing explicit (D4)

Students tend to be assigned summary writing, if assigned writing at all, so…

Explain to students what an argumentative essay should include.

Consider:• What do your students already know about argument?• How is argumentative writing being taught in other

departments?• What are your students’ incoming basic writing skills?

“Do” social studies Approach social studies as inquiry (C3) Pose debatable questions (D1) Present contrasting

documents/perspectives (D2, D3) Structure and support reading (D2) Provide opportunity for discussion (D2, D3)

Teach argument writing explicitly (D4) Make expectations explicit Provide models of good writing Model aspects of the writing process

Teaching Principles

Assessment Principles

Assessment Principle

THANK YOU!cmontesa@umich.edu