Understanding American CitizenshipBY DONNIE ISAACS

Donnie Isaacs

History as a Discipline

What is history? History is a representation of the

past based upon interpretations of evidence (primary and secondary sources) available. Therefore, history is constructed knowledge.

Donnie Isaacs

Why do history?

History is not static. Historical representations change over time.

New evidence comes to light Changes in technology Present concerns inform the ways historians

think about the past As theories change, historians review existing evidence. Pose new questions.

Donnie Isaacs

How do students typically view history?

Students see history as the construction and memorization of a “factoid narrative.”

Many see history as a finished story. It is names, dates, and places.

See history as linear (one thing after another) and progressive (things are getting better)

Students struggle with explaining change over time and recognizing significance. Students also magnify the role of individuals.

Students often personify history--For example, China becomes a person.

Fail to see the relevance of history

Donnie Isaacs

Jigsaw

Number off 1-5 1-How is Derek’s analysis an expression of historical empathy

(page 8)? Why is empathy important for history? 2-What do contemporary historians believe we can know about the

past (pages 10-11)? 3-What are the challenges of learning history from textbooks

(pages 12-13)? 4-How does Ulrich’s A Midwife’s Tale contrast to textbook history

(pages 13-15)? 5-How has historical writing changed in the last decades (page 15)?

All like numbers gather together and discuss your question Form groups with numbers 1-5 and share out each of your

answers with the group

Donnie Isaacs

Historical Thinking

Historians in the Field Ask research questions

based upon new and existing information

Use primary and secondary sources to construct knowledge

Students in the Classroom

Students form and/or answer research questions of the

lesson’s content

Students use primary and secondary sources to make reasoned interpretations and construct knowledge

Teachers

Donnie Isaacs

Why use historical thinking in teaching?

Inquiry based approach Builds on prior knowledge Motivates student learning In-depth understanding Prioritizes essential questions Students analyze evidence to construct new meanings Develops critical thinking skills and

academic literacy

Donnie Isaacs

Common Core Standards: Literacy in History-Social Studies

Key Ideas and details1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence

when writing or speaking to support conclusions drawn from the text.2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3.Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape meaning or tone.5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section,

chapter, scene, or stanza) relate to each other and the whole.6.Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in

words.8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the

relevance and sufficiency of the evidence.9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches

the authors take.Range of Reading Level and Text Complexity

10.Read and comprehend complex literary and informational texts independently and proficiently.

Donnie Isaacs

Primary or Secondary Source

ADAPTED FROM HISTORY PROJECT AT UC DAVIS

Donnie Isaacs

According to the Library of Congress, primary sources are the raw materials of history — documents and

objects which were created at the time under study. They are different from secondary sources - accounts or

interpretations of events created by someone without firsthand experience.

DefinitionDonnie Isaacs

Some Additional Thoughts

Primary sources are materials produced by people or groups directly involved in the

event or topic under consideration. Think of them as first-hand information.

Examples of primary sources include eyewitness accounts, speeches, letters and

diaries, newspapers and magazines, tax and census data, marriage, birth and death

records, works of art, and interviews.

Donnie Isaacs

Secondary sources

Secondary sources construct an explanation of the past based on primary sources and usually in consultation with other secondary sources.

The best secondary sources will both report on events in the past as well as generalize, analyze, interpret and/or evaluate.

Donnie Isaacs

Complexity

Sources may be both primary and secondary—depending on your topic or question.

Donnie Isaacs

WHAT TOOLS ARE AVAILABLE TO HELP STUDENTS BREAK DOWN A PRIMARY SOURCE?

THE 6 C’S!!

“Give us the tools, and we will finish the

job.”

Donnie Isaacs

What are we looking for the students to accomplish?

An accurate summary of the source provided (who, what, where…)

It is clear as to who created this source, when it was written, and what type of source it is.

Accurate /thoughtful connections made between source and what was happening at that time and place in history.

Interesting and thoughtful connections made between the source and what the students already know, or what they can relate it to.

Bias and point of view are clearly identified. Students support their claims with specific examples from source.

Student provides a thoughtful conclusion that closely connects to source

Don

nie

Isaa

cs

How can the 6C’s be practiced in the classroom?

Students might begin with 4 C’s Students work in cooperative groups

(3-4 members), with each group responsible for using one of the 6C’s to analyze the source. Each group then shares with the class their analysis of the source, and the other students fill in the sections of the 6 C’s as they are discussed by each group.

Students work in cooperative groups (3 members). Each student within the group is responsible for completing two sections of the 6 C’s. They then share their responses with the other group members. Groups are then selected to share their responses with the class.

Donnie Isaacs

Making Primary Source Analysis Relevant for Students

Why is primary source analysis an important skill to teach in the history classroom?

How will you explain the relevance of this skill to students?

Discuss in small groups

Donnie Isaacs

For January Meeting

Finish reading Chapter 1 on Wineburg In January, teachers will implement:

primary vs. secondary source activity and 4 C’s or 6 C’s of Primary Source Analysis with

one primary source.

Donnie Isaacs

Donnie Isaacs

Thank You