Facing the CCSS and C3: Teaching Argumentative Writing and Inquiry
How can we teach reading, writing, and history? How can we help students write better? The curriculum we share has helped academically diverse students think historically and write stronger arguments.
Susan De La Paz, University of Maryland, College Park, MD, US; Mark Felton, San Jose State University, San Jose, CA, US; Chauncey Monte-Sano, University of Michigan, Ann Arbor, MI, US