Grade 11: Literacy in Social Studies - Research Paper
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http://schools.nyc.gov/Academics/CommonCoreLibrary/default.htm
After you click on the link above and get to the website, you will need to go to the “Search Task, Units, and Student Work” yellow box on that page. Check 11th grade, History/Social Studies, and then the green Search button. Find the unit title listed above. Click the red PDF button for the materials.
Common Core Standards
Reading Standards for Literacy in History/Social Studies
RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among key details and ideas.
Writing Standards for Literacy in History/Social Studies
WHST.11-12.1 Write arguments focused on discipline-specific content.
WHST.11-12.1 (a) Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
WHST.11-12.1 (b) Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
WHST.11-12.1 (c) Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
WHST.11-12.1 (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
WHST.11-12.1 (e) Provide a concluding statement or section that follows from or supports the argument presented.
WHST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Description of Unit
This Grade 11 unit titled “Literacy in Social Studies: Research Paper” cited on schools.nyc.gov is designed to take students through the process of researching and writing a formal research paper. The skill-building lessons (research and argument writing) and the formative assessments in this unit are designed to take place over the course of two or three months (about 10 lessons), while regular content-based units continue. The learning plan breaks the research paper into 10 checkpoints with four formative assessments built in. The final performance task, when students research and write a formal 10-page research paper on any topic in American history that answers a student-generated thesis question drawing from a mix of relevant primary and secondary sources spans 2–4 weeks. Much of the research and writing is completed outside of class.
Cautions
Connecticut teachers are cautioned that the unit assumes that students have already achieved proficiency in a number of research, reading, and writing skills. For that reason, the unit is probably best implemented in the second semester, so that there is time to review and build on necessary skills in the first semester.
Rationale for Selection
This unit is an exemplary example of how to teach and assess the writing of a formal research paper on a historical topic. It provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection. The plan includes a progression of learning where concepts and skills advance and deepen over time. It makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction. Appropriate supports in reading and writing are integrated for students who are ELL, have disabilities, or read well below the grade level text band. Unit materials include an aligned rubric and an annotated student work section that provide sufficient guidance for interpreting student performance. This performance task aligns with the Connecticut Elementary and Secondary Social Studies Frameworks for high school and could be used to complement an existing unit.