History & Social Science SOL Institute

1. History & Social Science SOL Institute October 3, 2012 Presenters: Ken Bassett & Jeff Girvan

2. Outcomes • 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 use of historical thinking Assessments (HATs) • Review of Documents Based Lesson • Collaboration time

3. Agenda • Consensogram of Historical Thinking, use of primary sources, formative assessments • Overview to Historical Thinking in the classroom • Using HATs in the Classroom • An exercise in student engagement & inquiry using Documents Based Lesson • Collaboration with colleagues

4. Your View of History • To see it through the eyes of the people who were there. • Good history begins in strangeness and should not be comfortable or familiar.

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. Use of Evidence

9. Historical Perspective

13. Sequence of Events

14. Why use sources? • 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.

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

17. Accessing Prior Knowledge • Think-Pair-Share • Reflect on your current use of formative and summative assessment for a few minutes • Then discuss your reflections with a partner • Share out with entire group

18. Research • 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 Wiliam

20. What does this image tell you about British relations with Ohio River Valley Native Americans immediately after the French & Indian War?

21. In what way does this image explain one reason why the British Parliament taxed the colonists in the mid 1760s? (USI.6a & VUS.4c)

22. Using HATs in the Classroom

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

25. “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.”

26. “Next!” Puck Magazine 1904

27. Which two of the facts below might help explain Keppler’s depiction of Standard Oil? 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.

28. Rubric • 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

30. Documents Based Lesson Process • Background Knowledge • Central Historical Question • Historical documents and/or images • Student discussion

31. AvishagReisman (2012): Reading Like a Historian: A Document-Based HistoryCurriculum Intervention in Urban High Schools, Cognition and Instruction, 30:1, 86-112

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

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

34. https://beyondthebubble.stanford.edu/ • http://sheg.stanford.edu/