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

Autor/inn/en	Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark
Titel	Teaching Argument Writing and "Content" in Diverse Middle School History Classrooms
Quelle	In: Social Education, 79 (2015) 4, S.194-199 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	History Instruction; Middle School Students; Persuasive Discourse; Student Diversity; Social Studies; Inquiry; Early Adolescents; Grade 8; Primary Sources; Academic Standards; Critical Reading; Historical Interpretation + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Persuasion; Persuasive Kommunikation; Gemeinschaftskunde; School year 08; 8. Schuljahr; Schuljahr 08; Primärquelle; Kritisches Lesen; Historische Interpretation
Abstract	Activities such as the Shays' Rebellion investigation outlined in this article enable students to develop inquiry and literacy practices as they integrate critical reading, historical thinking, and argument writing. (As Provided).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01