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Differentiated Instruction GridTeachers participating in the Teaching American History: Impact
America project grant were asked to complete an Differentiated
Instruction Grid as part of their unit submission based on the
work of Diane Heacox’s in her book, Differentiating Instruction
in the Regular Classroom: How to Reach and Teach All Learners,
Grades 3-12 (2002, Free Spirit Publishing). Writing Products“Citizens have influence only to the extent that they use it, and writing transforms an important but silent idea into a powerful source of influence…. Writing also forms a bridge from those who receive the protections that our society offers to those who provide these protections.” (Reeves, 2002, pp. 5, 6) Evidence to support the inclusion of writing in a social studies program is found throughout the pedagogical literature (Urquhart, 2005; Zemelman, 1998). Among the recommendations for best practices in social studies, is that “social studies should involve students in reading, writing, observing, discussing, and debating to ensure their active participation in learning” (Zemelman, 1998). Three Tiered Quick Writes for Social StudiesWriting in the social studies is not limited to formal research reports, but should also include writing that is brief and informal, such as the Tiered Quick Writes developed by the teachers participating in the Wichita, KS Teaching American History: Impact America project grant. Tiered Quick Writes are possible writing prompts for students that add “depth and breadth to students’ understanding of essential questions and unit questions” (Heacox, 2002, p. 91). Tiering is based on challenge level, complexity, resources, outcome, process, or product. Teachers were given a list of possible formats for Quick Writes. The Unit Essay ProductIn addition to the informal Quick Writes, teachers are asked to develop an Essay Product that serves as a formal evaluation of students’ understanding of a unit topic, and their persuasive writing skills. Patti Harrold, NCSS Outstanding Secondary Teacher of Year ’05, and Social Studies Department Chair at Edmond Memorial High School, Edmond, OK, developed a process for teaching and practicing persuasive writing that calls for analysis of a prompt and the use of an essay-planning chart to outline a written response. Teachers are asked to submit a sample prompt analysis and completed essay-planning chart to serve as exemplars for their students. After the teachers have used the Unit Essay Product with their students, they are asked to submit five samples of student work in a range of accomplishment. This student work is then used to analyze the essay prompt and scoring of students’ work based on Standards in Practice (Education Trust, http://www2.edtrust.org/EdTrust/SIP+Professional+Development). Development of students’ writing skills in the Social Studies curriculum assures that teachers are including key experiential, cognitive, and collaborative strategies that have been proven effective in literacy education (Zemelman, 1998). Staff development which encourages traditional teachers of history to become teachers of literacy is a conduit for discussions about the nature of learning, teaching, and evaluation. ReferencesHeacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit. Reeves, D. (2002). Reason to write. NY: Kaplan. Urquhart, V. & McIver, M. (2005). Teaching writing in the content areas. Alexandria, VA: ASCD. Zemelman, S., Daniels, H., & Hyde, A. (1998). Best practice: New standards for teaching and learning in America’s schools. Portsmouth, NH: Heineman.
MarcoPolo provides some of the highest quality standards-based Internet content and professional development to K-12 teachers and students throughout the United States. TeachersFirst US History Lessons
The Great Depression PowerPoints
The Declaration of Independence Other Teaching American History Grant Websites
Calhoun County Board of Education, Anniston, AL |
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