Teaching Argument Writing and "Content" in Diverse Middle School History Classrooms

Authors

Chauncey Monte-Sano, University of Michigan
Susan De La Paz, University of Maryland, College Park
Mark Felton, San Jose State UniversityFollow

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.

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.

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.