Fourteenth International Conference on Interdisciplinary Social Sciences

Abstract

Social studies concepts are routinely abstract and often difficult for English learners (ELs) to comprehend. ELs need to be taught strategic reading and writing strategies to not only access informative texts, but to also evaluate historical claims that are backed by evidence and based on veracity (Wineburg, 2012), particularly in this current post-factual political climate. To support ELs to fully understand history-science concepts, teachers need to build upon students’ prior knowledge and skills in their first language to help them learn new concepts in a second language (Cummins, 1981). This presentation demonstrates powerful tools and techniques to support ELs in their use of investigative inquiry and research skills to help them do close readings of primary documents while corroborating evidence-based claims. The presenter will share higher level critical reading strategies that will help ELs to make meaning of abstract and complex historical text, while learning how to objectively think and read like an historian. Sample history-social science model lessons that focus on themes related to United States History and World History will be shared, showing participants ways that teachers can help ELs to make personal and general connections to social studies concepts while learning about the importance and need to corroborate evidence-based claims when engaging in historical inquiry. This workshop targets secondary history/social studies teachers of students - particularly second language learners - who teach either World History and/or U.S. History in secondary schools. Model history lessons from the Stanford History Education Group (SHEG) will be featured in the presentation.