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Reading, Evidence, and Argumentation in Disciplinary Instruction
READI for History:
Yes, they can!
National Symposium on Reading for Understanding
Alexandria, VA
May 18, 2016
Gayle Cribb, History Research Team Member
Strategic Literacy Initiative, WestEd
Jodi Hoard, History Teacher
Chicago Public Schools
Reading, Evidence, and Argumentation in Disciplinary Instruction
Funded by the Reading for Understanding Initiative of
the Institute for Education Sciences, U.S. Department
of Education, through Grant R305F100007 to
University of Illinois at Chicago. The opinions
expressed are those of the authors and do not
represent views of the Institute or the U.S. Department
of Education.
READI’s Definition of Reading for
Understanding:
“ the capacity to engage in evidence-based
argumentation drawing on multiple texts”
History Texts
And…
And…
And… the texts historians write…
And… textbooks and other tertiary sources
Reading in History Requires Historical
Thinking
For each source:
• Perspective
• Bias
• Occasion
• Audience
• Purpose
• Tone
• Reliability
• Historical context
Reading in History Requires Historical
Thinking
For each source:
• Perspective
• Bias
• Occasion
• Audience
• Purpose
• Tone
• Reliability
• Historical context
Reading in History Requires Historical
Thinking
Text 1
+
Text 2
Find Relationships
across Sources:
•Corroboration
•Alignment
•Discrepancy
•Cause and effect
•Contingency
•Chronology
•Continuity
•Change over time
Create Claims
Develop and Explain
Reasoning
Construct Historical
Argument
•Description
•Explanation
•Narrative
Common Core State Standards
College, Career & Civic Life Social Studies
State Standards.
“I have gotten better and better at delivering the
content without my students having to read.”
READI Approach
Reading history The discipline of Supports for
history
students
– ways of
―to read history
thinking
―to think
– practices
historically
History content knowledge
READI Professional Development
Inquiries into:
Reading history The discipline of Pedagogies that
history
support
students
– ways of
thinking
―to read history
– practices
―to think
historically
History content knowledge
Student Learning Goals for History Inquiry
1. Engage in close reading of historical resources to construct domain knowledge,
including primary, secondary and tertiary sources. Close reading encompasses
metacomprehension and self-regulation of the process.
2. Synthesize within and across historical resources using comparison, contrast,
corroboration, contextualization, and sourcing processes.
3. Construct claim-evidence relations, using textual evidence and explaining the
relationship among the pieces of evidence and between the evidence and claims.
4. Use interpretive frameworks developed by historians, such as societal structures,
systems and patterns across time and place, to analyze historical evidence and
argument, and to address historical questions
5. Evaluate historical interpretations for coherence, completeness, the quality of
evidence and reasoning, and the historian’s perspective
6. Demonstrate understanding of epistemology of history as inquiry into the past,
seeing history as competing interpretations that are contested, incomplete
approximations of the past, open to new evidence and new interpretations.
Teacher Designed Modules
7th Grade World History :
Medieval and Early Modern Times
Feudalism
10th Grade World History:
The Modern World
Iran
My Role in Project READI
History Design
Team
Teacher
Network
Classroom
Implementation
2011-2015
K-8 Elementary School
Chicago Public Schools
number of students: 975
Low Income
93%
Diverse Learners 11%
English Learners 27%
Overview of a Year in 6th Grade
To getting students to
inquire into the past . .
.
Moving students from
thinking about history
as facts . . .
In order to build
strong historical
arguments.
Supporting Students’ Inquiry
Why did people settle in Ancient Egypt and why did life
flourish there?
Using Multiple Sources
What was life like for ordinary people in Ancient Egypt?
Supporting Argumentation
Supporting Thinking
“Hymn to the Nile”
(c 2100 BCE)
Source:
From Oliver J. Thatcher,
ed. The Library of
Original Sources
(Milwaukee University
Research Extension Co.,
1907) Vol I: The Ancient
World, pp. 79-83.
Scaffolding Student Understanding
“There’s no going back.”
Bringing disciplinary literacy to scale
Disciplinary Argumentation
Text 1
+
Text 2
Find Relationships
across Sources:
•Corroboration
•Alignment
•Discrepancy
•Cause and effect
•Contingency
•Chronology
•Continuity
•Change over time
Create Claims
Develop and Explain
Reasoning
Construct Historical
Argument
•Description
•Explanation
•Narrative
What It Looks Like
Sustained, Ongoing, Multi-year
Professional Development
Inquiries into:
Reading history The discipline of Pedagogies that
history
support
students
– ways of
thinking
―to read history
– practices
―to think
historically
History content knowledge
Time to Locate Texts and Design Curriculum