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Reading and Thinking Like a Historian. Office name goes here. Department of Literacy. Date Dec. 1 st , 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 - PowerPoint PPT PresentationTRANSCRIPT
Office name goes hereDepartment of Literacy Date Dec. 1st, 2012
Reading and ThinkingLike 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 name goes hereDepartment of Literacy] Dec. 1st, 2012
Reading and Thinking Like a Historian
Use this as a divider slide
Why do we teach history?
According to national data
only 11% of high school seniors
are proficient in 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?
What does the teaching of history
add to our knowledge of social
literacy?
Coveragevs
Uncoverage• 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
SOLUTIONS WITH THEMATIC APPROACH
May reach present by June 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
Texts and topic adapted to student interest
No strategies to ensure long term memory
Strategies specifically designed to ensure long term
memory
CHALLENGES PRESENTED BY THE TRADITIONAL
CHRONOLOGICAL APPROACH
SOLUTIONS WITH THEMATIC APPROACH
Seldom relevant Relevant by design
Textbook controls instruction
Teacher controls instruction
Goal is to get through the book
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
The History of the One Year US
History Class: Early 1800s
Early America Colonial Revolution
One Year
Columbus Colonial Period Revolution Expansion
One Year
The History of the One Year US
History Class: Mid 1800s
Columbus Colonial Period Revolution Expansion Civil War
One Year
The History of the One Year US
History Class: Late 1800s
Columbus Colonial Period Revolution Expansion Civil War Westward
One Year
The History of the One Year US History Class: 1900
Columbus Colonial Period
Revolution Expansion Civil War Westward Gilded
Age
One Year
The History of the One Year US History Class: Early 1907
Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform
One Year
The History of the One Year US History Class: 1910
Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform World War I
One Year
The History of the One Year US History Class: Early 1927
Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform World War
IWorld War
II
One Year
The History of the One Year US History Class: Mid 1930s
Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform World War I World War
II Cold War
One Year
The History of the One Year US History Class: Early 1950s
Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform World War
IWorld War
II Cold War Vietnam
One Year
The History of the One Year US History Class: Early 1970s
Columbus Colonial Period
Revolution
Expansion Civil War Westward Gilded
Age Reform World War I
World War II Cold War Vietnam End of the
Century
One Year
The History of the One Year US History Class: Early 1990s
Teach? I can’t teach, I have to cover all of
this material!!!!
Columbus
Colonial Period
Revolution
Expansion
Civil War
Westward
Gilded Age Reform World
War IWorld War II Cold War Vietnam
End of the
Century
The New Milleniu
m
One Year
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.
Content is important
There was a time when teaching from a textbook
made sense.
When the only way to access historical information
that was available was from a textbook
Roughly from the early 1800s to the late 1980s
WHAT HAS CHANGED???
The problem today isn’t in the ability to
acquire information…
The problem today is in sorting through the vast amounts of
Information and making informed decisions about what is and isn’t true and
relevant
There must be a better way
Depth Wins
Depth vs. Breadth
Common Core State Standards
Building Deeper Content Knowledge
Through Social Science 3.0, CCSS and Content
Based Literacy
Close Reading
Complex Texts
Contextualization Ev
alua
ting
Sour
ces
DebateWrite d
iscipline-
specific arg
um
ents
Tech
nolo
gy
Inte
grat
ion
Analysis
SS3.0
Content
SkillsLiteracy in G
lobal ConnectionsLi
tera
cy in
Eco
nom
ics
Con
nect
ions
Literacy in Civic Connections
Reading Like a Historian Exercise
• Sourcing• Contextualization• Close Reading• Corroboration
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
18414. The fourth is a speech Lincoln gave to a group of
freed Blacks at the White House in 18625. 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.
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Guidance
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What does document one tell us? Where is Ottawa and does it matter?
What does document two tell us?
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Lincoln’s response to Douglas.
What does document three tell us?.
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Lincoln’ letter to Mrs. Speed.
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What does document four tell us?
Lincoln’s address to free African Americans on colonization
What does document five tell us?
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John Bell Robinson on slavery
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What does document six tell us?
William Lloyd Garrison on equality
• Share out - Reflection
Challenges and Opportunities
THANK YOU!
Department of Literacy Dec. 12th, 2012
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]