Specifically, students who were considered “at risk” by administrators. As Carpenter (2014) states, “Doing history involves close reading and evaluation of texts, making connections across texts, and constructing meanings by juxtaposing a series of texts to construct arguments” (p. 1). This issue is compounded students struggle with English or speak it as a secondary language. To resolve this issue, the case study focused on individual words and sentences within the works. This assured that students would not feel “overwhelmed” by attempting to digest the entire text and made it easier, in the case of the first lesson, to compare and contrast two larger, complex, documents. Additionally, in the second lesson, they concentrated on specific word usage in order to better understand how, and why, authors try to influence readers. In both cases, they were successful in aiding students to understand the works and think critically about the
Specifically, students who were considered “at risk” by administrators. As Carpenter (2014) states, “Doing history involves close reading and evaluation of texts, making connections across texts, and constructing meanings by juxtaposing a series of texts to construct arguments” (p. 1). This issue is compounded students struggle with English or speak it as a secondary language. To resolve this issue, the case study focused on individual words and sentences within the works. This assured that students would not feel “overwhelmed” by attempting to digest the entire text and made it easier, in the case of the first lesson, to compare and contrast two larger, complex, documents. Additionally, in the second lesson, they concentrated on specific word usage in order to better understand how, and why, authors try to influence readers. In both cases, they were successful in aiding students to understand the works and think critically about the