Faculty Publications
Document Type
Article
Publication Date
September 2015
Publication Title
Social Education
Volume
79
Issue Number
4
First Page
194
Last Page
199
Disciplines
Curriculum and Instruction | Educational Psychology | Rhetoric and Composition | Speech and Rhetorical Studies
Abstract
Monte-Sano et al describe a program in which they worked with curriculum leaders in an academically and culturally diverse school district to develop materials and techniques that would strengthen middle school students' skills in making arguments and using evidence in historical essays. They outline the Shays' Rebellion investigation activity, which enable students to develop inquiry and literacy practices as they integrate critical reading, historical thinking, and argument writing.
Recommended Citation
Chauncey Monte-Sano, Susan De La Paz, and Mark Felton. "Teaching Argument Writing and "Content" in Diverse Middle School History Classrooms" Social Education (2015): 194-199.
Included in
Curriculum and Instruction Commons, Educational Psychology Commons, Rhetoric and Composition Commons, Speech and Rhetorical Studies Commons
Comments
This article was published in Social Education, volume 79, issue 4, 2015. ©2015 National Council for the Social Studies. Copyright is shared with the Authors.