Reading Like a Historian Pilot Training Newark, New Jersey Day 1: August 19, Abby Reisman & Brad Fogo

Transcription

1 Reading Like a Historian Pilot Training Newark, New Jersey Day 1: August 19, 2013 Abby Reisman & Brad Fogo

2 Name Course(s) you teach Welcome! What is your biggest challenge in teaching history-social studies? What do you hope to take away from this workshop?

3 Workshop Objectives 1. Gain familiarity with RLH materials, design principles, and activity structures 2. Work through a series of document-based lessons and consider how you might use or adapt materials 3. Select, adapt, develop materials for your classroom 4. Practice and reflect upon inquiry-based instructional practice 5. Explore strategies for formative assessment of historical thinking

4 Today s Agenda Morning: 1. Introductions 2. Pocahontas 3. RLH Practices and Design Principles 4. Excerpting and Modifying Documents 5. Survey Lunch Afternoon: 1. Charlemagne 2. Locating Materials On-line and Preparing a Document 3. Sharing Materials

5 Pocahontas

6 Pocahontas What do you know about Pocahontas? How do you know about Pocahontas? Did Pocahontas save John Smith s life?

7 Did Pocahontas save John Smith s life?

8 Reading Like a Historian Sourcing Contextualization Corroboration Close Reading

9 Reading Like a Historian Sourcing Before reading the document ask yourself: Who wrote this? Why was it written? When was it written? Is it believable? Why? Why not?

10 Reading Like a Historian Corroboration (cross-checking) What do other sources say? Do the sources agree? If not, why? What are other possible sources? What sources are most believable?

11 Reading Like a Historian Contextualization What was the time and place in which the document was created? What was it like to be alive at this time? What was different? What was the same? How did the circumstances in which the document was created affect its content?

12 Reading Like a Historian Close Reading What claims does the author make? What evidence does the author use? What words, phrases, images, or symbols does the author use to convince me that she/he is right? What information does the author leave out?

13 Stanford History Education Group Historical Thinking Matters Reading Like A Historian Beyond the Bubble

14 Document-Based Lessons Historical Questions Developing Content Knowledge Modified Sets of Primary Documents Scaffolds Making Historical Claims backed with Evidence

15 A Disciplinary Approach Investigating historical questions in an attempt to determine what happened in the past, the historian acknowledges that accounts of the past differ depending on one s perspective. constructs accounts from evidence. questions the reliability of evidence. acknowledges that any single piece of evidence is insufficient. consults multiple forms of evidence in constructing an account of the past. employs historical reading skills.

16 Teaching Practices for Inquiry-Based History Instruction Use Historical Questions Select and Adapt Sources Establish and Connect Historical Content Use Historical Evidence Model Historical Reading Skills Facilitate Classroom Discussion on Historical Topics Model and Support Historical Writing Assess Student Thinking about History

17 Use Historical Questions

18 Historical Questions Grounded in historical scholarship and debate Open to multiple interpretations Points students to documents/evidence Interpretive (open-ended) and Evaluative (invites judgment) Frame Lessons

19 Historical Questions 4 types of historical questions: Causal: What caused x? Explanatory: What happened at x? Evaluative: Was x a success? Descriptive: What was it like to live in a particular time and place? What happened at the Ba+le of Lexington? Why did Texans declare independence from Mexico in 1836? Were African- Americans free during ReconstrucCon? Was appeasement the right policy for England in 1939? How did Chinese peasants experience the Great Leap Forward?

20 Select and Adapt Sources

21 Select and Adapt Sources What makes an effective document/document set? Rich Historical Information: Source and Context Addresses Historical Question Illustrates Different Perspectives Features Different Types of Evidence Presents Conflicting or Connected Arguments Engaging and Accessible

22 Scaffolding Documents Focusing Select excerpts to focus students attention Limit total length from 200 to 300 words Simplification Modify complex sentences and syntax Conventionalize spelling, punctuation, and capitalization Provide a word bank Presentation Use a large font (at least 14-point type) Use wide margins to create ample white space on the page Use of header or source note to provide necessary background information

23 Head notes Necessary background information Depends on task Depends on students General historical context Specific context relevant to the document Limit length Do not give away content of document

24 Guiding Questions Help students focus on important parts of the text Supports students in making connections between historical events, people, concepts, documents, and arguments Based upon historical thinking skills Sourcing Contextualization Close Reading Corroboration How long before the start of World War II was this document written? What was Joanne Robinson s purpose in writing to the Mayor? What evidence does Chamberlin offer to support this claim? What different reasons do Cameron and Kate Bighead offer for why the Sioux Nation and United States were fighting? Who do you think is a more reliable source? Wilson or Zinn?

25 Scaffolding Documents John Smith s General History of Virginia, New England and the Summer Isles At last they brought him to Meronocomo, where was Powhatan their Emperor. Here more that two hundred of those grim courtiers stood wondering at him, as he had beene a monster; till Powhatan and his trayne had put themselves in their greatest braveries. Before a fire upon a seat like a bedstead, he sat covered with a great robe, made of Rarowcun skinnes, and all the tayles hanging bye. The Queene of Appamatuck was appointed to bring him water to wash his hands, and another brought him a bunch of feathers, in stead of a Towell to dry them: having feasted him after their best barbarous manner they could, a long consultation was held, but the conclusion was, two great stones were brought before Powhatan: then as many as could layd hands on him, dragged him to them, and thereon laid his head, and being ready with their clubs, to beate out his braines, Pocahanatas the Kings dearest daughter, when no intreaty could prevaile, got his head in her armes, and laid her owne upon his to save him from death: Whereat the Emporour was contented he should live to make him hatchets, and her bells, beads, and copper; for they thought him as well of all occupations as themselves. Two dayes after, Powhatan having disguised himselfe in the most fearfull manner he could, caused Capt. Smith to be brought forth to a great house in the woods, and there upon a mat by the fire to be left alone. No long after from behinde a mat that divided the house, was made the most dolefullest noyse ever heard; then Powhatan more like a devil then a man with some two hundred more as blacke as himselfe, came unto him and told him now that they were friends, and presently he should goe to James towne, to send him two great gunnes, and a grindstone, for which he would give him the Country of Capahowosick, and for ever esteeme him as his sonne Nantaquoud.

26 Scaffolding Documents John Smith s General History of Virginia, New England and the Summer Isles At last they brought him to Meronocomo, where was Powhatan their Emperor. Here more that two hundred of those grim courtiers stood wondering at him, as he had beene a monster; till Powhatan and his trayne had put themselves in their greatest braveries. Before a fire upon a seat like a bedstead, he sat covered with a great robe, made of Rarowcun skinnes, and all the tayles hanging bye. At his entrance before the king, all the people gave a great shout and The Queene of Appamatuck was appointed to bring him water to wash his hands, and another brought him a bunch of feathers, in stead of a Towell to dry them: having feasted him after their best barbarous manner they could, a long consultation was held, but the conclusion was, two great stones were brought before Powhatan: then as many as could laid hands on him, dragged him to them, and thereon laid his head, and being ready with their clubs, to beate out his braines, Pocahanatas the Kings dearest daughter, when no intreaty could prevaile, got his head in her armes, and laid her owne upon his to save him from death: Whereat the Emporour was contented Smith should live to make him hatchets, and her bells, beads, and copper; for they thought him as well of all occupations as themselves. Two dayes after, Powhatan having disguised himselfe in the most fearfull manner he could, caused Capt. Smith to be brought forth to a great house in the woods, and there upon a mat by the fire to be left alone. No long after from behinde a mat that divided the house, was made the most dolefullest noyse ever heard; then Powhatan more like a devil than a man with some two hundred more as blacke as himselfe, came unto him and told him now that they were friends, and presently he should goe to James towne, to send him two great gunnes, and a grindstone, for which he would give him the Country of Capahowosick, and for ever esteeme him as his sonne Nantaquoud.

27 Scaffolding Documents John Smith s General History of Virginia, New England and the Summer Isles At last they brought Smith to Meronocomoco, where was Powhatan their Emperor. At his enrtrance, all the people gave a great shout and having feasted him after their best barbarous manner they could, a long consultation was held. But the conclusion was, two great stones were brought before Powhatan. Then, as many as could laid hands upon him, dragged him to them, and thereon laid his head, and being ready with their clubs, to beat out his brains. Pocahontas, the King s dearest daughter, when no entreaty could prevail, got his head in her arms, and laid down her own upon his to save him from death; whereat the Emperor was contented Smith should live. Two days after, Powhatan having disguised himself in the most fearful manner he could, caused Captain Smith to be brought forth to a great house in the woods, and there upon a mat by the first to be left alone then Powhatan, more like a devil than a man, came unto him and told him how they were friends, and presently he should go to Jamestown, to send him two great guns, and a grindstone, for which he would forever esteem him as a son.

28 Scaffolding Documents John Smith s General History of Virginia, New England and the Summer Isles They brought me to Meronocomoco, where I saw Powhatan, their Emperor. Two great stones were brought before Powhatan. Then I was dragged by many hands, and they laid my head on the stones, ready to beat out my brains. Pocahontas, the King s dearest daughter took my head in her arms and laid down her own upon it to save me from death. Then the Emperor said I should live. Two days later, Powhatan met me and said we were friends. He told me to bring him two guns and a grindstone and he would consider me his son.

29 Let s give it a try 1) In pairs, modify John Smith s account of a Native American game for students you teach. 2) In groups of 4, compare how you modified the documents. What is similar? What is different?

30 RLH: Types of Lessons Modeling/Guided Practice Opening Up the Textbook (OUT) Inquiry Structured Academic Controversy (SAC)

31 Document-Based Lessons Historical Questions Developing Content Knowledge Modified Sets of Primary Documents Scaffolds Making Historical Claims backed with Evidence

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33 Central Historical Question: Why did Pope Leo III crown Charlemagne Emperor?

34 Background Knowledge 324 Constantine moves capital of Roman Empire to Byzantium Constantinople Greek/ Eastern Empire (vs. Latin/ Western Empire) 476 Fall of Roman Empire in West 480s Franks, under Clovis, build kingdom in Gaul/ France (West) 600s Islamic conquest of 3 out of 5 patriarchates of Christianity Alexandria, Antioch, Jerusalem Leaves East (Constantinople) vs. West (Rome) 768 Charlemagne becomes King of the Franks Christianizes much of western Europe 799 Pope Leo III (in Rome) attacked by Romans who opposed him 800 Pope Leo III crowns Charlemagne Emperor

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36 World History Lessons

37 Task List 2-3 topics that you will be teaching during the first months of school. Locate 1-2 documents that you will use during the first weeks of school. Excerpt and modify document(s) so that they are accessible to a target group of students.

38 Library of Congress Digital Resources loc.gov myloc.gov loc.gov/teachers chroniclingamerica.loc.gov wdl.org

39 Finding Documents Gilder Lehrman History Matters National Clearinghouse for History Ed

40 World History Sites The Avalon Project Fordham History Sourcebook Women in World History World History for Us All

41 loc.gov myloc.gov loc.gov/teachers wdl.org Chroniclingamerica.loc.gov historymatters.gmu.edu/ teachinghistory.org/ avalon.law.yale.edu chnm.gmu.edu/wwh/index.php worldhistoryforusall.sdsu.edu/

42 Stanford History Education Group Historical Thinking Matters Reading Like A Historian Beyond the Bubble