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Social Studies Content Integration . Using Historical Thinking Skills to DO History. Social Studies In Elementary School. Get students to DO history Develop H istorical Thinking and Literacy Skills Develop the students’ idea of time and place Instill an interest in the Social Studies
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Social Studies Content Integration Using Historical Thinking Skills to DO History
Social Studies In Elementary School • Get students to DO history • Develop Historical Thinking and Literacy Skills • Develop the students’ idea of time and place • Instill an interest in the Social Studies • Improve overall literacy skills • Begin to introduce the NCSS themes. • The themes are in your handouts.
What Do Historians DO? • Historians study the written records of history in order to gather evidence that will support their answer to a historical question. • These written records, or documents, are used to support their interpretation of what happened, who was involved and why it occurred. • Historians do all of this using “historical literacy skills”.
Reading Like A Historian • Stanford Education Group • Developed lesson plans for secondary schools using primary source documents. • Awesome website: http://sheg.stanford.edu/ • Created historical skills chart that we are going to use today.
4th Grade, Unit 2Topaz • Essential Question: How do individuals influence others? • 5th grade: Unit 6- Why do historical conflicts often occur when basic needs or rights are threatened? • I can describe the role of the United States during one of the following wars (World War I, the Great Depression and World War II). • Student Learning Target: I can understand how the rights and responsibilities of people have changed over time. • Example Performance Assessment: Was The U.S. Justified In Using Internment Camps for Japanese-Americans?
OUR TURN TODO HISTORY • In your interactive notebook start a new page and on top of the left hand side write down our assessment question. • Was the U.S. justified in using internment camps for Japanese-Americans? • On the Right hand side, glue in the handout “Historical Thinking Skills: Topaz” • Update the table of contents. • On the Right hand side under the heading “background information” Use your prior knowledge about TOPAZ and write a SHORT paragraph about Japanese Internment Camps. • This would be what you provide to your students using all the various resources. Keep in mind this does not need to be long.
Building Historical Background • Elementary Social Studies is not chronological but a snap shot of different events and periods in history built around bigger concepts or themes. • Background does not need to be comprehensive, but should provide a general historical perspective. • Help build the concepts of time and space
Historical Thinking Skill #1Sourcing • Always done BEFORE reading the document • Identifies if a source is a primary or secondary source. • Primary sources were created at the time of an event, secondary sources interpret or analyze primary sources • Answers important questions about the origin of the document. • Refer to the Historical Thinking Skills Chart
Sourcing guiding questions And Sentence Starters • Primary or secondary? • Who • When • Why • Prediction • Purpose • Believable • This was written for… • I think the author believes…. • I do/don’t trust this document because…
Source Document 1 • Look at what makes up the skill on the RIGHT hand side of the notebook • Answer at least 3 of the questions from the notes in the Document 1 box on the left had side. • WHAT DO WE KNOW ABOUT THIS SOURCE?
Historical Thinking Skill #2Close Reading • Close reading is the careful sustained interpretation of a brief passage of text. • Wikipedia • Use a variety of close reading strategies and text annotations to focus what you want kids to discover from the text. • Refer to the “critical features of instructions” for literacy strategies for READING in the maps.
Close Reading Guiding questions • Claims • Evidence • How does it make you feel? • Convincing? • Anything left out?
Read Document 1 Closely • Annotations. • Circle Evidence that justifies or explain injustice for camps. • Highlightwords or phrases that create emotion. • Make a note of what emotion you have as you read.
Historical Thinking Skill #3Contextualization • Contextualization asks students to locate a document in time and place and to understand how these factors shape its content. • Helps kids to connect what else was happening at a particular time • Attempts to place the kids in that time period and to understand how the people may have felt. • Recognize change and continuity. How are things different or how are they the same.
Contextualization • What was it like to be alive at this time? • From this document I would guess that people at this time were feeling… • This document might not give me the whole picture because… • What else was going on at this time? • This is a great time to let students generate questions to increase understanding.
Historical Thinking Skill #4Corroboration • Corroboration asks students to consider details across multiple sources to determine points of agreement and disagreement. • Attempts to find elements of truth or fact by comparing more than one source. • When corroborating documents, the other 3 skills need to be utilized. • Only need to compare one other document, but can use many more. • High school AP tests ask students to compare 10-13 documents. That is what we are building for.
Document 2 • Work with a partner to fill in the “Document 2” column on your t-chart using our historical thinking skills. • With your partner discuss each step and how you might do this with your students • Sourcing • Close Reading • Contextualization • Corroboration
Student Supports and Assessment • For each step the questions and the number of questions can be designed to help support and develop these skills with students. • Assess each step. • Listen to what kids are discussing in partnerships • Read what they are writing in their notebooks. • What types of questions are they asking you in this process. • Recognize these are skills they build all throughout middle and high school and they WILL NOT be perfect with them and it is a growing and learning process.
CLASS DISCUSSION • A big part of developing Historical thinking skills is to be able to listen to others and their thinking. • Always lead a class discussion about the historical question before you give the final performance assessment.
Performance Assessment and the Interactive Notebook • The Left hand side of the notebook can be used for any type of student output that would show their thinking about the assessment question or the student learning target • Assessments can be graded when turned in or just a quick glance and as a unit or individual assignment • Hundreds of great ideas with the focus on student production.
Production Assessments should be Engaging! • Give explicit details about what you expect. • Use verbs to tell students what to do, such as draw, outline, create, illustrate, etc. • Explain where in the notebook you should see the assignment. • Tell students specifically what resources they should use to complete the activity • Encourage creativity and imagination when demonstrating the use of historical thinking skills • Use Rubrics, simple or complex • Use historical questions to drive activities
Examples • Paste your “List of Examples” on the right hand side of the notebook. • Create a symbol for ideas you OWN! • A second symbol for ideas you WANT to own! • Make a key for your symbols so you know what they meant next time you look at it.
Student Formal Writing orEssay Practice • Formal Essay • Parts of an essay such as claim/thesis, introductions, transitions, • Portions of essay from both perspectives
Character Collage • Simple drawing of a figure • Five key words or phrases that describe the background of the figure • Three illustrations or visual symbols that represent the characters point of view or background • At least 4 colors
Illustrated Timeline • Timeline of chronological events with illustrations to highlight key moments in a particular time period • Include _____ illustrations, or _____ number of events.
Annotated Illustrations • Create an illustration of __________ • Below your illustration write a description of ____________ • Can be for a specific moment in time or to illustrate a process such as migration or forced migrations.
Historical Caricatures orSensory Figures • Represents a historical person or a group of people • Provides their point of view for contextualization • Could be how that person was perceived at that time or how they are perceived now. • Sensory figures incorporate the senses such as what this character might have seen, heard, felt, etc.
Eulogies • Write a Eulogy to highlight the accomplishments or virtues of a historical character • The eulogy could also exaggerate what that person may have felt or thought at that time • Could also be for a group of people.
Poetry • Use historical people, places, or events as the basis of poetry. • Use this activity to reinforce your teaching of poetry.
Historical Journal • Assume the role of a person from history • Write a journal or a diary entry that recounts the experiences or feelings that person may have had. • Variations could be historical monuments or markers. • Usually a short summary of the event, followed by an explanation of significance or a justification for that event.
Illustrated Dictionary • Great for a focus on vocabulary • Vocabulary word is written out with a definition with an illustration showing historical connection. • Can be used as part of explicit vocabulary routine • Provide a synonym and an antonym for the target vocabulary word. • Great to use with various foldable activities
Invitations • Invitation to a historical event or important date • Highlight the important facts or details about the information • Could also include what the goal, purpose, or outcome was for the event
Perspective Pieces • Annotated drawings, newspaper articles, posters, cartoons that show different perspectives • Show different perspectives of the same person or event • Wanted /Hero posters
Political Cartoon or Comic Strip • Show historical thinking skills in a political cartoon. • Provide a historical commentary on a person, place, or event. • Thousands to model from.
Postcards • Postcards include a graphic or illustration on one side with information on the other • Great way to practice summarization skills • Information can be assigned with a particular point of view or historical perspective.
Charts, Graphs, Diagrams and Flow Charts • Charts, Graphs, Diagrams are excellent ways to show historical data. • Simple illustrations are a great addition • Often used on the right side of the interactive notebook to gather, collect, or organize facts to be used in other left side student production activities
Graphic Organizers • Graphic organizers are great to use on both the left side or the right side of an interactive notebook. • Examples include a T-chart, spoke diagrams, Venn diagrams, KWL chart, word web, Fact and Opinion, etc.
