"It's Not That Simple": Re-Thinking Historical Writing Tasks Based on Insights from Disciplinary Experts

Autor/inn/en	Monte-Sano, Chauncey; Thomson, Sarah
Titel	"It's Not That Simple": Re-Thinking Historical Writing Tasks Based on Insights from Disciplinary Experts
Quelle	In: History Teacher, 55 (2022) 3, S.391-418 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	History Instruction; Content Area Reading; Content Area Writing; Persuasive Discourse; Writing Skills; Thinking Skills; Social Studies; Historians; Writing Assignments; Guidelines; Teaching Methods; Advanced Placement; Historical Interpretation; Common Core State Standards; High School Students; College Faculty; Teacher Attitudes; United States History + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Sinnerfassendes Lesen; Schriftliche Übung; Persuasion; Persuasive Kommunikation; Writing skill; Schreibfertigkeit; Denkfähigkeit; Gemeinschaftskunde; Historian; Historiker; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Historische Interpretation; Common core curriculum; Curriculum; Kerncurriculum; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fakultät; Lehrerverhalten
Abstract	Analytical reading and writing are embedded in a disciplinary approach to history instruction and present opportunities to extend students' literacy practices. U.S. educators and researchers have come to rely on the Document-Based Question (DBQ) to assess and develop students' historical knowledge and argument writing. However, this task has been criticized for not being disciplinarily authentic and is often not accessible to lower grade levels. Relatively recent policy initiatives in the United States emphasize disciplinary thinking and communicating conclusions through inquiry (in the C3 Framework for Social Studies State Standards) and argument writing (in the Common Core State Standards), so the challenge is to find writing opportunities that address both demands simultaneously. Through interviews with historians, the authors identify aspects of a common writing assignment (the DBQ) that are consistent and inconsistent with promoting historical thinking and writing in U.S. schools. The interviews are then used to propose guidelines for assignments and assessments that could give students more authentic opportunities to write and think historically. The authors also share assignments they have developed and tested that embrace such guidelines and explore the implications of those assignments for classroom use. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01