History & Social Science SOL Institute High school session

1. October 9 & 10, 2012 Presenters: Eric Powell and Michael Brown Spotsylvania County Schools History & Social Science SOL InstituteHigh school session

2. Participants will be able to • Gain a better understanding of Historical Thinking • Have an opportunity to discuss the value and use of historical thinking skills. • Model and practice lessons using historical thinking • Model and practice use of historical thinking assessments (HATs) • Collaboration time Outcomes

3. Welcome and Introductions • Overview to Historical Thinking in the classroom and Spotsylvania grant project. • Teaching with Primary Sources • Lesson Demos • Assessing with Primary Sources • Multiple-Choice • Historical Assessments of Thinking – HATs • Performance Assessments • Collaboration with colleagues Agenda

4. Teaching and Assessing with Primary Sources • Library of Congress TPS grant • http://www.loc.gov/teachers/tps/ • Focus this semester is on lessons • Next semester is on assessment • Will incorporate into curriculum guides and benchmarks. Spotsylvania TAPS Grant

5. “ A history class should not be arguing about the facts of history, the most important argument we should be having is how do we interpret the facts. The discussions should focus on questions about meaning not questions about facts.” - Sam Wineburg

6. Students do the work of historians. • Documents engage students. • Images can illustrate abstract concepts. • Students find multiple perspectives. • Source analysis promotes higher order thinking. • Allows students to immerse themselves in the study of history, geography, etc. Why use sources?

8. Use of Evidence

9. Historical Perspective

11. Sequence of Events

13. Select images that are clear. • Project large or give handouts. • Scaffold questions or guided practice • Observations - What do you see? • Reflect/Context – Symbolism, tone, source,? • Question – Missing info, additional sources? • Make connections Visual discovery – Using Images

14. http://sheg.stanford.edu/?q=node/45

15. INSERT PRIMARY SOURCE HERE C Circle __________ U Underline ________ B • POST SPECIAL STRATEGY INSTRUCTIONS HERE • The Special Strategy requires the student to do something active with the passage. • Special Strategies can include: • Writing the main idea of the passage down in a complete sentence • Write a few things you know about the topic or main idea • Write a similar passage about a related subject • Compare the passage with another selection or concept • Draw a figurative representation of the passage’s main idea • Pose appropriate questions to find out more about the topic • Anticipate how another person or group would respond to the main idea (predict) • Interview another student and summarize their opinion about the passage • Describe what factors could explain the point of view expressed in the passage Box-in ___________ S Special strategy

16. O People, lend me an attentive ear, for I don't know whether, after this year, I shall ever be amongst you again. Therefore listen to what I am saying to you carefully and take these words to those who are not present . . . . O People, listen to me in earnest, worship ALLAH, say your five daily prayers, fast during the month of Ramadan, and give your wealth in Zakat. Perform Hajj if you can afford to. You know that every Muslim is the brother of another Muslim. You are all equal. No one has superiority over another except by piety & good action. --Final Sermon of Mohammad (PBUH), 632 CE C Circle the source U Underline key ideas B What was the speaker’s main purpose for the speech? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Box-in unfamiliar words S Special strategy

17. “Literacy is the key word here, because the teaching of history should have reading and writing at its core.” - Sam Wineburg & Daisy Martin

18. With a partner, write a one-sentence summary concerning the changes in slave population between 1820 and 1860.

19. Stand Up, Hand Up, Pair Up Discuss the following with your partner: Based on the table below, what patterns can be seen in voter turnout?

20. Author’s Name Where? When? Illustration & Main Idea Point of View/Intended Audience

21. Source: King Ashoka, from the Kalinga Rock Pillar Edicts, India, 3rd century BCE The people of the unconquered territories beyond the borders might think: "What is the king's intentions towards us?" My only intention is that they live without fear of me, that they may trust me and that I may give them happiness, not sorrow. Furthermore, they should understand that the king will forgive those who can be forgiven, and that he wishes to encourage them to practice [the Buddha’s Path] so that they may attain happiness in this world and the next. I am telling you this so…that you may know that my vow and my promise will not be broken.

22. Examine the packet of released items. • 50% of test questions require social studies skills. • Students need to be familiar with these styles of questions. • Primary Sources • Maps and Graphs • Graphic Organizers • VDOE Released items, NY Regents, TAKS. Assessing with primary sources

23. “However beautiful your strategy, you should occasionally look at the results.” Winston Churchill

24. A review of 20 studies showed that innovations that included strengthening the practice of formative assessment produced significant and often substantial learning gains. . . And helps low achievers more than other students. -Paul Black & Dylan William Research

25. Using HATs in the Classroom http://beyondthebubble.stanford.edu/

27. Decide whether it would be useful to historians who want to understand the relationship between settlers and the Wampanoag in 1621. A Formative Assessment

28. “This painting was drawn 311 years after the actual event happened. There is no evidence of historical accuracy, as we do not know if the artist did research before painting this…” • “The painting is not a showing of how the Pilgrims and Indians reacted to each other in 1621. The Indians and the Pilgrims could have fought. J. L. G. Ferris has no proof this is true.”

29. “Next!” Puck Magazine 1904

30. 1.    In 1911, the Supreme Court ruled that Standard Oil had to be split into several smaller companies.2.    By the 1880s, Standard Oil had become the largest oil refiner in the country, controlling access to 90 percent of the refined oil in the US.3.    By the early 1890s, there were more than 4,000 millionaires in America, and most of them claimed to be self-made men.4.    Throughout the year 1904, investigative journalist Ida Tarbell published her famous series of articles on Standard Oil, mostly critiquing the company's ruthless practices. Which two of the facts below might help explain Keppler’s depiction of Standard Oil?

31. Proficient Student selects a correct fact and tells how it might help explain why Keppler depicted Standard Oil the way he did in 1904. Emergent Student selects a correct fact but provides an incomplete explanation of how the fact might help explain Keppler's cartoon. Basic Student selects an incorrect fact or selects a correct fact but does not provide a reasonable explanation for how it might help explain Keppler's depiction Rubric

32. Presentations Museum Displays Movies/Documentaries Portfolio Skits/Songs Performance assessments

33. War of 1812: The Movie http://www.collegehumor.com/video/6583679/the-war-of-1812-the-movie

34. “The ability to analyze and to think critically requires extensive factual knowledge. . . facts must be taught, ideally in the context of skills. . .” - Daniel Willingham

35. Thank you. Eric Powell epowell@spotsylvania.k12.va.us Michael Brown msbrown@hs.spotsylvania.k12.va.us Questions?