1. +
Building Social Studies Research Skills
to Meet the Common Core
February 7, 2014
Primary Source

2. +
Logistics

Restrooms

Kitchen

WiFi:

Network: primaryair

Password: primarysource

Library

Duration: 9-3

PDPs

3. +
Program Objectives

Consider our own and our students’ research practices and
discuss those practices with peers

Refine students’ information literacy skills in regards to
searching for and evaluating sources

Examine a few strategies for synthesizing information across
texts

Become familiar with writing strategies related to arguments
and claims

Explore new tools to support student collaboration and
publishing

4. +
Agenda

Introduction

Finding and Evaluating Information Sources for Students

Making Sense out of Multiple Texts

Writing Arguments and Claims

Using Technology to Support Writing and Collaboration

Wrap-Up

5. +
Warm-Up: What does “research”
look like in our classrooms?

Complete the survey questions in front of you. (You’re the
only one who will see your answers.)

6. +

10. +
MA ELA Anchor Standard for
Writing
W.8 Gather relevant information from
multiple print and digital sources,
assess the credibility and
accuracy of each source, and
integrate the information while
avoiding plagiarism.

11. +
Finding and Evaluating
Information Sources for Students
Jennifer Hanson, Primary Source

12. +
Break

13. +
MA ELA Anchor Standard for
Writing
W.9 Draw evidence from literary or
informational texts to support
analysis, reflection, and research.

14. +
Making Sense out of
Multiple Texts
Ann Marie Gleeson, Primary Source

15. + Helping Student Identify
Evidence to use for Claims

17. Make a list of all of the details (evidence) you see. You do not yet need to know where the evidence
leads…just that it is there. Do not jump to inferences.

18. +

19. +
Make a list of all of the details (evidence) you see. You do not yet need to know where the evidence
leads…just that it is there. Do not jump to inferences.

20. What can you assert/claim based on one or both of
these images? (Fill in one claim for each row.)
What is your reasoning to support the claim?

21. +
Debrief

Why might it be beneficial to start with a visual source?

Why did we work from evidence to claims to reasoning?
(instead of claims, reasoning, evidence)

22. +
Activity #2
Using Supporting Texts;
matching evidence with claims

23. +
Matching Evidence to Claims
1.
Select quotes from the children stories and photographs to
support or disconfirm one of the claims.
2.
Write each quote on a separate post-it and place it on the
cart paper with the claim.

24. +
Debrief

What did this activity force you to think about?

What would you do as the next step?

25. +
Adding different text genres:
Personal testimony and photographs
Beyond
the Fire: Teen Experiences in War
http://archive.itvs.org/beyondthefire/master.html
Children
in War Zones: 14 Photos of Innocents
Lost
http://www.takepart.com/photos/children-war-zones

26. +
Additional Strategies
1.
Multiple GIST
2.
Annotation
3.
Claim/Counterclaim Buckets
4.
Reading Sentence Starters

27. +
Your Turn

How might you use one of these strategies?

What other strategies do you like to use to help students
synthesize information across texts?

28. +
Lunch
Return at 12:30

29. +
MA ELA Anchor Standard for
Writing
W.1 Write arguments to support
claims in an analysis of
substantive topics or texts using
valid reasoning and relevant and
sufficient evidence.

30. +
Writing Arguments and
Claims
Kelly Knopf-Goldner and Rebecca Steinitz
WriteBoston

31. +
MA ELA Anchor Standard for
Writing
W.6 Use technology, including the
internet, to produce and publish
writing and to interact and
collaborate with others.

32. +
Using Technology to Support
Writing and Collaboration
Ann Marie Gleeson

33. +
Tech Resources
http://blnds.co/1fW3ZoT

34. +
Discussion

How might you use one of these tools?

What other tools do you like to use?

35. +
Wrap-Up

How did today’s session help you think about research in
your own classroom?

What challenges do you still face?