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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

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Reading and Thinking

Like a Historian

Office name goes here

Department of 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 name goes here

Department of Literacy]

Dec. 1st, 2012


Why do we teach history
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



Coverage vs uncoverage
Coverage social literacy?vsUncoverage

  • 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 social literacy?

BY THE TRADITIONAL

CHRONOLOGICAL APPROACH

SOLUTIONS WITH

THEMATIC APPROACH

Can reach present at any time

May reach present by June

History as

names and dates

History as an investigation

Something of interest

for everyone

Low Interest

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 social literacy?

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














Coverage and content are not the same thing
Coverage and Content material!!!!are not the same thing

Coverage

Content

Refers to the various subjects, topics or themes within a course of study.

  • In terms of course design, coverage refers to the amount of information covered by a class

Content

is important


WHAT HAS CHANGED??? material!!!!

When the only way

to access historical information

that was available was from

a textbook

There was a time when

teaching from a textbook

made sense.

Roughly from the early 1800s

to the late 1980s


The problem today material!!!!

is in sorting through

the vast amounts of

Information and making

informed decisions about

what is and isn’t true and

relevant

The problem today

isn’t in the ability to

acquire information…



Depth wins

Common Core State Standards material!!!!

Depth vs. Breadth

Depth Wins


  • Evaluating

  • Sources

Building Deeper Content Knowledge Through Social Science 3.0, CCSS and Content Based Literacy

Analysis

Close Reading

  • Complex

  • Texts

Debate

Technology

Integration

Write discipline-

specific arguments


Literacy in Global Connections material!!!!

Literacy in Economics Connections

Literacy in Civic Connections


Reading Like a Historian material!!!!

Exercise

  • Sourcing

  • Contextualization

  • Close Reading

  • Corroboration


Guidance material!!!!

  • You have 6 documents:

    • The first is an excerpt from a speech by Stephen Douglas during their first debate in 1858.

    • The second is Abraham Lincolns reply to Douglas’s speech.

    • The third is a letter from Lincoln to Mary Speed in 1841

    • The fourth is a speech Lincoln gave to a group of freed Blacks at the White House in 1862

    • 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? material!!!!

Where is Ottawa and does it matter?

Office name goes here


What does document material!!!!two tell us?

Lincoln’s response to Douglas.

Office name goes here


Lincoln letter to mrs speed

What does document material!!!!three tell us?

.

Lincoln’ letter to Mrs. Speed.

Office name goes here


  • What material!!!!does document four tell us?

Lincoln’s address to free African Americans on colonization

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What does document five tell us? material!!!!

John Bell Robinson on slavery

Office name goes here


What does document material!!!!six tell us?

William Lloyd Garrison on equality

Office name goes here


Challenges and Opportunities


THANK YOU! material!!!!

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


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