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THE HISTORY NOTEBOOK

THE HISTORY NOTEBOOK. A Tool for Content, Connections, and Assessment - Anthony Fitzpatrick, AIHE afitzpatrick@aihe.info. Why is Note-taking important?. Students synthesize content and have the potential to connect content and prioritize information.

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THE HISTORY NOTEBOOK

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  1. THE HISTORY NOTEBOOK A Tool for Content, Connections, and Assessment - Anthony Fitzpatrick, AIHE afitzpatrick@aihe.info

  2. Why is Note-taking important? • Students synthesize content and have the potential to connect content and prioritize information. • Students employ research based strategies and will be ready to formulate their own opinions. • Students begin to take ownership of the information.

  3. Introducing it into your classroom. • Develop a format by which students will take notes in your class and model it. • Include a process by which students interact with the content via linguistic and non-linguistic means. • Linguistic = outlines, summaries. • Non-linguistic = Venn diagrams, T-Charts.

  4. A Basic Note-taking primer: • Notes should not be verbatim. • Notes should be viewed as a work in progress. • Notes should be used as a study guide prior to assessments. • Effective notes tend to be more detailed. (A result of initial note-taking and secondary additions)

  5. So what is a “History Notebook”?

  6. The History Notebook is based on a note-taking form called “Cornell notes” and incorporates content, themes, questions and reflections. Before we get to the format, we need to talk about THEMES!

  7. Political Economic Social Cultural Intellectual Religious Geographic SPEECH or ESP Here are Generic History Themes Feel free to modify, add, delete as you see fit in your classroom.

  8. Other Supplies for the Notebook • 3- hole Lined Paper. • Highlighters or some other color coding mechanism (post-it flags, stickers etc.). • 3-ring binder.

  9. LEFT SIDE Themes matched up with corresponding content Detection of trends AND personal opinions, reflections of the synthesis. RIGHT SIDE Outline, Lecture notes, Content diagrams Things that are confusing AND questions for further exploration Notebook Format

  10. Notebook Process- Right Page • Students will take notes on the top ¾ of the right-hand page. (in-class or homework. The format can be outline, summary, diagram. • At the bottom of the right-hand page, students will make a note of anything that is confusing or anything they wish to know more about.

  11. Notebook Process – Left Page • Students will indicate the content theme and why it fits with that theme. (top ¾ of page) • Students will then color-code the theme. • there can be more than one theme. • Everything won’t be themed – students should begin to prioritize better throughout the year

  12. Left Page Process - Part 2 • At the bottom of the page, students will comment on thematic trends and provide personal reflections.

  13. Any Questions at this point?

  14. How will this help me to assess my students? • Open-ended questions can be created broadly to allow students to generate their own opinions based on their reflection and interactions with over-arching themes. • As the year progresses, your questions will expand and the students will be able to identify trends and progressions within history.

  15. Broad Range Questioning • Which of the Reconstruction Amendments had the most significant impact and why? • Describe the economic, social, and political impact of the Jim Crow laws. • Which President from the late 19th century would you like to have dinner with and why?

  16. Broad-range questioning (Part 2) • Discuss the long-lasting impact of Jim Crow, Uncle Remus and Sambo in the psychological development of the African American population. • Evaluate the effectiveness of the US Constitution in protecting the rights of all its citizens during the late 1800s.

  17. And if you’re feeling brave . . . Compare and contrast the social and economic progress of ethnic and religious minorities throughout early American history to the late 1800s.

  18. So what is the next step? • Effective writing! • One of the greatest challenges (in my opinion) for students is to truly generate their own original thought. A true THESIS statement, backed up by rich content knowledge. • Hopefully, when students interact with the content and begin to introduce their own personal reflection – this will become easier.

  19. Time to practice assessments Let’s try to come up with some questions based on the sample notebook.

  20. Do I grade the notebook? • Yes – absolutely • I grade while the students are taking tests. • I grade on organization and completeness. • It is the only chance for students to “make-up” missed work. • It gets me away from my desk during the tests. It forces me to circulate around the room.

  21. Any last questions, comments, suggestions? Remember: If you find only part of this useful, change it, make it your own.

  22. Any Questions in the future? afitzpatrick@aihe.info

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