Intersections

Civil Conversation ||  || Mock Trial ||
 * How and where can these intersect?**
 * || **Classroom Instruction **  ||  **Discussion of Current Events and **   **Controversial Issues **  ||  **Service-Learning **  ||  **Simulations of Democratic Processes **  ||
 * ** WRITING ** || ** Text Types and Purposes ** || DBQ ||  ||   ||   ||
 * ^  || ** Production and Distribution of Writing ** ||   ||   ||   ||   ||
 * ^  || ** Research to Build and Present Knowledge ** ||   ||   ||   ||   ||
 * ^  || ** Range of Writing ** ||   ||   ||   ||   ||
 * ** READING ** || ** Key Ideas and Details ** ||  || Socratic Seminars ||   ||   ||
 * ^  || ** Craft and Structure ** ||   ||   ||   ||   ||
 * ^  || ** Range of Reading and Level of Text Complexity ** || Primary Sources ||   ||   ||   ||
 * ** SPEAKING and LISTENING ** || ** Comprehension and Collaboration ** || Structured Academic Controversy || Deliberating in a Democracy ||  || Mock Congressional Hearing ||
 * ^  || ** Presentation of Knowledge and Ideas ** ||   || Public Issues Model
 * Writing**

DBQs - []
 * Strategies:**

http://ssmethods.wikispaces.com/Writing+in+Social+Studies

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 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. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
 * Text Types and Purposes***
 * Production and Distribution of Writing**
 * Research to Build and Present Knowledge**
 * Range of Writing**


 * Reading**

//**Socratic Seminars**// [] []
 * Strategies:**

Primary Sources http://wisconsinsocialstudies.wikispaces.com/Primary+sources

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 10. Read and comprehend complex literary and informational texts independently and proficiently.
 * Key Ideas and Details**
 * Craft and Structure**
 * Range of Reading and Level of Text Complexity**


 * Speaking and Listening**

//**Deliberating in a Democracy-**// []
 * Strategies:**
 * Structured Academic Controversy . ** This model developed by the cooperative learning gurus Roger and David Johnson is a small group (four-person) model in which four-person groups try to reach consensus on some aspect of an issue.
 * Public Issues Model . ** This model, developed at Harvard in the 1960s, teaches students to identify the types of issues (definitional, fact-explanation, and values) about which there is disagreement. Once the type of issue has been identified, different strategies can be applied for resolving the issues and/or moving discussion forward.
 * Civil Conversation . ** This model, developed by the Constitutional Rights Foundation, is a text-based model. That is, discussion is grounded in a shared reading (or viewing—visuals can also be used as “texts”) experience.

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
 * Comprehension and Collaboration**
 * Presentation of Knowledge and Ideas**