Supporting Civically Engaged Argument Writing with Primary Sources
Using Historical Newspapers to Support Civically Engaged Argument Writing
Thursday, March 24, 2022
6:00 - 7:00pm ET
In this webinar, we:
shared some of our ongoing inquiries as practitioners around teaching with historical newspaper databases to support civically engaged argument writing
collaboratively searched databases of digitized historical primary sources
encouraged conversations about how and why we might want to help students connect past and present as they develop civically engaged arguments
Sources We Found
About the Webinar Series
Teachers in our Philadelphia Writing Project network are engaging in inquiries and creating curriculum resources to support civically engaged argument writing in K-12 classrooms. This work is supported by a Teaching with Primary Sources grant from the Library of Congress.
Our emerging resources draw upon:
primary sources from the Library of Congress;
argument writing approaches from the National Writing Project’s College, Career, and Community Writers Program (Arshan & Park, 2021; Friedrich et al., 2018); and
Gholdy Muhammad’s (2020, 2021) Culturally and Historically Responsive Literacy Framework.
Arshan, N. L. & Park, C. J. (2021). Research brief: SRI finds positive effects of the College, Career, and Community Writer’s Program on student achievement. SRI International. https://www.sri.com/wp-content/uploads/2021/04/C3WP-Scale-Up-Research-Brief-April-2021_Acc.pdf
Friedrich, L., Bear, R., & Fox, T. (2018). For the sake of argument: An approach to teaching evidence-based writing. American Educator, 42(1), 18-40.
Muhammad, G. (2021). 12 questions to ask when designing culturally and historically responsive curriculum. Association for Middle Level Education. https://www.amle.org/12-questions-to-ask-when-designing-culturally-and-historically-responsive-curriculum
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.