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Historical Comprehension. Moving from Confusion to Understanding. What are we up against?. Technology Entertainment Factor Attention Disorders Work Ethic Outside of Classroom Can you name others?.

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Presentation Transcript
slide1

Historical Comprehension

Moving from Confusion to Understanding

slide2

What are we

up against?

  • Technology
  • Entertainment Factor
  • Attention Disorders
  • Work Ethic Outside of Classroom
  • Can you name others?
slide3

How do we move students from boredom and confusion to genuine interest and understanding?

slide4

Historical Comprehension

Historical narratives are believable accounts of human events, but more than that they have the power to disclose the intentions of the people involved, the difficulties they encountered and the complex world in which historical figures actually lived.

slide5

Goals of

Historical Comprehension

  • Students should develop the ability to read imaginatively.
  • Students should develop the ability to take into account what the narrative reveals of the humanity of the individuals involved.
  • Students develop the ability to describe the past on its terms
slide6

The skills of

Historical

Comprehension

  • Identify the author or source of the historical document or narrative and assess its credibility.
  • Reconstruct the literal meaning of the historical passage.
  • Identify the central question the historical narrative seeks to answer.
  • Define the purpose, perspective or point of view from which the narrative has been constructed.
  • Read the historical explanations or analysis with meaning.
slide7

The skills of

Historical

Comprehension

  • Recognize the rhetorical cues that signal how the author has organized the text.
  • Draw upon data in historical maps.
  • Utilize visual, mathematical and quantitative data.
  • Draw upon visual, literary and musical sources.

http://www.pdmusic.org/civilwar.html

http://www.pdmusic.org/civilwar2.html

slide8

Touching the Hand

of Friendship:

Historical

Comprehension

Lesson

slide11

Touching the Hand of

Friendship Bulletin Board

  • Students write their own story of friendship.
  • On one hand, the students will put the Title of their story.
  • On the other hand the students will write a quote from their stories.
  • Students will share their friendship stories with the class.
  • Display hands with titles and quotes on a bulletin board.
slide13

Wanted: Dead or Alive

Students make a WANTED Poster using the information from the previous Venn Diagram exercise.

DESSERTER, Pinkus Aylee

For War Crimes and Treason

Missing Union Soldier; former Georgia slave; mother- Moe Moe Bay; knows how to read; brave

slide14

Another Venn Diagram Idea

Students will create Venn Diagram in various shapes addressing the following aspects of the characters Pink and Say:

Situations That Pink and Say Find Themselves in Throughout the Book

Backgrounds of Pink and Say

Physical/Personal Traits of Pink & Say

Pink and Say’s Changes

Emotions displayed by

Pink and Say Throughout the Book

slide15

Pink & Say Venn Diagram Activity

  • Traits of both Pink and Say (Physical and Personality)
  • Emotions displayed by Pink and Say throughout the book
  • Backgrounds of Pink and Say
  • Situations that Pink and Say find themselves in throughout the book
  • Pink and Say’s Changes
slide16

Construct a Model….

The science of the Civil War can bring to reality the historical facts of the textbook. Have the students research the ways in which wounded soldiers were removed from the battlefield and treated. Have the students construct a small-scale model which would assist in carefully removing wounded soldiers from the battlefield.

slide17

Civil War Geography

with Pink & Say

Using the information provided in the map on you left, have the students create a map that illustrates the Union, Confederate and Border states and the Western territories. Note that Pink and Say were both Union soldiers.

slide18

Social Studies Ideas

Gather information about the Emancipation Proclamation and write a letter to Abraham Lincoln from Say’s point of view after he was released from prison. It should express feelings about the importance of the Civil War in American History.

slide19

Social Studies Ideas

Construct a timeline of important events from 1860 – 1865 including illustrations.

slide20

Social Studies Ideas

Civil War

In a class discussion, have the students explain why the Civil War had such a significant impact on the US. In addition, have the students give expected and unexpected consequences of the Civil War.

slide21

Summarizing Activities

Revisit the KWLS Chart from the launch activity and have students complete the last two columns. As class discusses answers from their individual papers, add information to chart paper from class KWLS Chart.

slide22

Pink and Say by Patricia Polacco provides an excellent avenue by which students can travel from the point of historical confusion to the destination of genuine historical understanding.

slide23

References

Cappenter, D. Literature. Retrieved July 10, 2009 from www.cartoonstock.com.

Civil War Music. Retrieved July 9, 2009 from http://www.pdmusic.org/civilwar.html.

Crabtree, C., Nash, P., and Waugh, S. Approaching United States History: Foundations of Good Teaching – Rationale: Why Study History/The Case of History in our Schools. Lesson From History, Essential Understanding and Historical Perspectives Students Should Acquire. 1992. pp. 1-10. The National Center for History in Schools. L.A., CA.

Polacco, P. Pink and Say. 1994. Philomel Books. New York.

Wood, J. 2007. Retrieved July 10, 2009. www.learninglaffs.com.

Miscellaneous Illustrations – www.clipart.com; www.patriciapolacco.com.