Reading and Thinking Like a Historian
Office nameofgoes here Department Literacy
Date Dec. 1st, 2012
Reading and Thinking Like a Historian Sub-headline goes here Why do we teach history] Is history relevant to society?
Coverage vs. Un-coverage Depth vs. Breadth Common Core and the New Direction in Teaching History Reading Like a Historian activity: Contextualization and Close reading Thematic Teaching vs. Chronological Teaching Teaching for Learning Share out Office nameofgoes here] Department Literacy
Dec. 1st, 2012
Why do we teach history? • To understand the present in light of the past? • To be able to read through documents and construct a probable account of the past? • To appreciate historical narratives? • To be able to give reflective and discriminating answers to thoughtful historical questions? • To be able to answer factual questions about historical personalities and events?
Use this as a divider slide
According to national data only 11% of high school seniors are proficient in history
• The assertion has been that students will have more historical knowledge if we teach content rather than “skills.” • The role of history is to promote literacy, • but of discernment,
• History, comes from the Greek “Istoria” means to gain knowledge through inquiry.
CHALLENGES PRESENTED BY THE TRADITIONAL CHRONOLOGICAL APPROACH May reach present by June
SOLUTIONS WITH THEMATIC APPROACH Can reach present at any time
History as names and dates
History as an investigation
Low Interest
Something of interest for everyone
Low interest texts No strategies to ensure long term memory
Texts and topic adapted to student interest Strategies specifically designed to ensure long term memory
CHALLENGES PRESENTED BY THE TRADITIONAL CHRONOLOGICAL APPROACH Seldom relevant
Textbook controls instruction Goal is to get through the book
SOLUTIONS WITH THEMATIC APPROACH Relevant by design Teacher controls instruction Goal is to ensure multiple literacies
CCSS reading skills not implicit
CCSS reading skills are essential
CCSS writing skills Not implicit
CCSS writing skills are essential
Early America
Colonial
One Year
Revolution
Columbus
Colonial Period
Revolution
One Year
Expansion
Columbus
Colonial Period
Revolution
One Year
Expansion
Civil War
Columbus
Colonial Period
Revolution
Expansion
One Year
Civil War
Westward
Columbus
Colonial Period
Revolution
Expansion
Civil War
One Year
Westward
Gilded Age
Columbus
Colonial Period
Revolution
Expansion
Civil War
One Year
Westward
Gilded Age
Reform
Columbus
Colonial Period
Revolution
Expansion
Civil War
Westward
One Year
Gilded Age
Reform
World War I
Columbus
Colonial Period
Revolution
Expansion
Civil War
Westward
Gilded Age
One Year
Reform
World War I
World War II
Columbus
Colonial Period
Revolution
Expansion
Civil War
Westward
Gilded Age
One Year
Reform
World War I
World War II
Cold War
Columbus
Colonial Period
Revolution
Expansion
Civil War
Westward
Gilded Age
Reform
One Year
World War I
World War II
Cold War
Vietnam
Columbus
Colonial Period
Revolutio n
Expansion
Civil War
Westward
Gilded Age
Reform
One Year
World War I
World War II
Cold War
Vietnam
End of the Century
Columbu s
Colonial Period
Revoluti on
Expansio n
Civil War
Westwar d
Gilded Age
Reform
World War I
One Year
World War II
Cold War
Vietnam
End of the Century
The New Milleniu m
Coverage and Content are not the same thing Coverage • In terms of course design, coverage refers to the amount of information covered by a class
Content • Refers to the various subjects, topics or themes within a course of study.
When the only way There from was the a time when Roughly early 1800s to access historical information teaching from a textbook to the late 1980s that was available was from made sense. a textbook
The problem today is in sorting through isn’t in the ability to the vastinformation… amounts of acquire Information and making informed decisions about what is and isn’t true and relevant
Depth vs. Breadth
Complex Texts
Building Deeper Content Knowledge Through Social Science 3.0, CCSS and Content Based Literacy
SS 3.0
Content
Skills Literacy in Civic Connections
Reading Like a Historian Exercise
• • • •
Sourcing Contextualization Close Reading Corroboration
Guidance You have 6 documents: 1. The first is an excerpt from a speech by Stephen Douglas during their first debate in 1858. 2. The second is Abraham Lincolns reply to Douglas’s speech. 3. The third is a letter from Lincoln to Mary Speed in 1841 4. The fourth is a speech Lincoln gave to a group of freed Blacks at the White House in 1862 5. The fifth is an excerpt from Pictures of Slavery and Anti-slavery. Advantages of Negro Slavery and the Benefits of Negro Freedom, Morally, socially and Politically Considered by John Bell Robinson. Office name goes here
What does document one tell us? Where is Ottawa and does it matter?
Office name goes here
What does document two tell us?
Lincoln’s response to Douglas.
Office name goes here
What does document three tell us? .
Lincoln’ letter to Mrs. Speed.
Office name goes here
What does document four tell us?
Lincoln’s address to free African Americans on colonization
Office name goes here
What does document five tell us?
John Bell Robinson on slavery
Office name goes here
What does document six tell us?
William Lloyd Garrison on equality
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• Share out - Reflection
Challenges and Opportunities
THANK YOU! For more information please contact:
Contact Gary McNaney (773) 553-2428
[email protected] Contact Monica Swope, (773) 553-1964
[email protected] Contact Marty Moe, (773) 553-1932
[email protected] Department of Literacy
Dec. 12th, 2012
