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Ms. Rose’s Classroom Edit display name

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Researchers agree that kids who read are more empathetic. Reading allows students to step into the shoes of someone else and feel their experiences. Reading historical fiction or even nonfiction allows students to experience that point in time and understand what it may have been to live through it. History resonates with kids who read these types of books. I include a project each semester in which my world and US history students must choose a book to read outside of class that pertains to history. Most choose historical fiction. Some find graphic novels. As a culminating task, students must share their stories and tell about the historical event it refers to. A lot of them really enjoy the project and it sparks an interest in history. They feel validated when they are able to provide additional information on a topic in class. Some, however, complain that the library is too picked through by the time their class gets there and they have to pick something not very interesting to them, which is probably counterintuitive. SS.9-12.WH.9. Present adaptations of arguments and explanations that feature complex ideas and diverse perspectives on issues and topics to reach a range of audiences within and outside the classroom, using print, oral, and/or digital technologies. SS.9-12.WH.10. Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issues. Taking informed action SS.9-12.WH.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of contemporary issues at the local, regional, and global levels. SS.9-12.WH.12. Apply a range of deliberative and democratic strategies and procedures to make decisions and take action regarding contemporary issues at the local, regional, and global

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Researchers agree that kids who read are more empathetic. Reading allows students to step into the shoes of someone else and feel their experiences. Reading historical fiction or even nonfiction allows students to experience that point in time and understand what it may have been to live through it. History resonates with kids who read these types of books. I include a project each semester in which my world and US history students must choose a book to read outside of class that pertains to history. Most choose historical fiction. Some find graphic novels. As a culminating task, students must share their stories and tell about the historical event it refers to. A lot of them really enjoy the project and it sparks an interest in history. They feel validated when they are able to provide additional information on a topic in class. Some, however, complain that the library is too picked through by the time their class gets there and they have to pick something not very interesting to them, which is probably counterintuitive. SS.9-12.WH.9. Present adaptations of arguments and explanations that feature complex ideas and diverse perspectives on issues and topics to reach a range of audiences within and outside the classroom, using print, oral, and/or digital technologies. SS.9-12.WH.10. Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and evidence are acknowledged, critiqued, and built upon in order to create new understandings of complex historical or current issues. Taking informed action SS.9-12.WH.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of contemporary issues at the local, regional, and global levels. SS.9-12.WH.12. Apply a range of deliberative and democratic strategies and procedures to make decisions and take action regarding contemporary issues at the local, regional, and global

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