Social Studies Middle School Guide

● Discern the author’s bias and perspective towards a historical event.

understanding of the text, building on and learning from each other re-engage with text building deep understanding

● Students

Vocabulary

Teachers provide and explicitly teach vocabulary that is academic and domain specific. • Teachers will teach words and parts of words • Teach multiple-meaning words and nuances in word meaning. • Teach word-solving strategies.

Students will understand and be able to use word-solving strategies to determine meanings of words in context and interpret meanings of texts. Students ​ should engage in speaking in order to express learning, gain knowledge, engage with text, demonstrate growth, and communication with the world around them. Students ​ should actively participate in the lessons, reading, writing and speaking in order to express learning, gain knowledge, engage with text, demonstrate growth, and communicate with the world around them.

Teachers ​ provide students with opportunities to discuss in order to express learning, gain knowledge, engage with text, demonstrate growth, and communicate with the world around them. Teachers will develop opportunities for all students to speak daily, for a range of purposes, audiences, and lengths of time using academic language.

Structured Classroom Discussions

Historical Thinking

Teacher elaborates on the historical reading skills of sourcing, corroboration, contextualization, and close reading. In addition to questions that relate to each skill.

Sourcing ​ asks students to consider who wrote a document as well as the circumstances of its creation. • Who wrote this? • What is the author’s perspective?

Sourcing

Students should determine the

credibility of a sources and use it appropriately to accurately

• Why was it written? • When was it written? • Where was it written? • Is this source reliable? Why? Why not?

communicate their understanding of a historical event.