Reading and Thinking
This presentation is the property of its rightful owner.
Sponsored Links
1 / 36

Office name goes here PowerPoint PPT Presentation


  • 44 Views
  • Uploaded on
  • Presentation posted in: General

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

Download Presentation

Office name goes here

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Office name goes here

Reading and Thinking

Like a Historian

Office name goes here

Department of Literacy

Date Dec. 1st, 2012


Office name goes here

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


What does the teaching of history add to our knowledge of social literacy

What does the teaching of history add to our knowledge of social literacy?


Coverage vs uncoverage

CoveragevsUncoverage

  • 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.


Office name goes here

CHALLENGES PRESENTED

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


Office name goes here

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

The History of the One Year US History Class: Early 1800s

One Year


Office name goes here

The History of the One Year US History Class: Mid 1800s

One Year


The history of the one year us history class late 1800s

The History of the One Year US History Class: Late 1800s

One Year


The history of the one year us history class 1900

The History of the One Year US History Class: 1900

One Year


The history of the one year us history class early 1907

The History of the One Year US History Class: Early 1907

One Year


The history of the one year us history class 1910

The History of the One Year US History Class: 1910

One Year


The history of the one year us history class early 1927

The History of the One Year US History Class: Early 1927

One Year


The history of the one year us history class mid 1930s

The History of the One Year US History Class: Mid 1930s

One Year


The history of the one year us history class early 1950s

The History of the One Year US History Class: Early 1950s

One Year


The history of the one year us history class early 1970s

The History of the One Year US History Class: Early 1970s

One Year


The history of the one year us history class early 1990s

The History of the One Year US History Class: Early 1990s

One Year


Teach i can t teach i have to cover all of this material

Teach? I can’t teach, I have to cover all of this material!!!!

One Year


Coverage and content are not the same thing

Coverage and Content 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


Office name goes here

WHAT HAS CHANGED???

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


Office name goes here

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

The problem today

isn’t in the ability to

acquire information…


There must be a better way

There must be a better way


Depth wins

Common Core State Standards

Depth vs. Breadth

Depth Wins


Office name goes here

  • Contextualization

  • 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


Office name goes here

Literacy in Global Connections

Literacy in Economics Connections

Literacy in Civic Connections


Office name goes here

Reading Like a Historian

Exercise

  • Sourcing

  • Contextualization

  • Close Reading

  • Corroboration


Office name goes here

Guidance

  • 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


Office name goes here

What does document one tell us?

Where is Ottawa and does it matter?

Office name goes here


Office name goes here

What does document two tell us?

Lincoln’s response to Douglas.

Office name goes here


Lincoln letter to mrs speed

What does document three tell us?

.

Lincoln’ letter to Mrs. Speed.

Office name goes here


Office name goes here

  • What does document four tell us?

Lincoln’s address to free African Americans on colonization

Office name goes here


Office name goes here

What does document five tell us?

John Bell Robinson on slavery

Office name goes here


Office name goes here

What does document six tell us?

William Lloyd Garrison on equality

Office name goes here


Office name goes here

  • Share out - Reflection

Challenges and Opportunities


Office name goes here

THANK YOU!

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


  • Login