Using evidence-based terms in a secondary social studies classroom
It was a great day today – 70+ K-12 teachers were hanging out at @ESSDACK, learning from each other and from Adam Topliff, Kori Green, and Lori Rice. All three are Kansas Department of Ed certified standards trainers who just happen to be awesome classroom teachers. As part of an agreement between ESSDACK and the Kansas Council for the Social Studies, they ended up in Hutchinson doing a couple of full day social studies workshops.
Adam, Kori, and Lori spent the day leading conversations about the state standards, the state assessment, and what good instructional practice looks like at different grade levels.
The best part was that I got the chance to just hang out and rotate between all of the sessions – picking up all of the goodness.
My walk-away from the day?
We need to have kids read and write more. Of course, that sometimes means more work for us as we train kids to do those sorts of things. One of the best things we can do is to provide lots of structures and scaffolds and organizers and tools that can help them become better writers.
And my new favorite structure slash scaffold slash organizer slash tool is the idea of giving our kids Evidence-Based Terms.
Several weeks ago, I shared a variety of writing prompts that can be great for getting kids to write. Several months ago, I shared some elementary level Evidence-Based Terms. Today you get some secondary resources that I think qualify as Evidence-Based Terms.
The first one is the Historical Thinking Chart created by the Stanford History Education Group. Not only can you find some excellent examples of the kinds of questions our kids should be using when looking at evidence, if you look at the far right column of the chart you can find some excellent Evidence-Based Terms. These are the types of words and phrases that kids should be using when writing responses.
Another great examples of Evidence-Based Terms can be found in the very cool book titled Reading, Thinking, and Writing About History by Chauncey Monte-Sano, Susan De La Paz, and Mark Felton. In the appendix is a great resource they call Helpful Phrases for Writing Historical Arguments. I’m going to call them Evidence-Based Terms. What I like about this chart is it gives kids some more scaffolding such as “if you are trying to do this with your writing, these are the words or phrases that work best.”
A final resource that I think can help is at the Thinking About Teaching History site. Author Joe Taraborrelli provides a variety of fill in the blanks that can help kids create and support their arguments and claims. Head over to get the full list – once you’re there, you’ll find things such as:
1. Based on this evidence, it appears that_________________________.
2. This statement reveals (suggests) that _____________________________.
3. We must consider these words in the larger context of ___________________________.
4. When placed into context, this passage takes on a different meaning. Now we see that ______________________________________.
5. When we compare this text to _______________(another text), we see that a tension exists between _________________ and ______________________.
Evidence-Based Terms can seem incredibly basic to us but can be incredibly powerful for our kids. Don’t be afraid to add them to your teaching tool kit.
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