Session 3February 1, 2011

Achieving mature historical thought depends precisely on our ability to navigate the uneven landscape of history, to traverse the rugged terrain that lies between the poles of familiarity and distance from the past.

Sam Wineberg (2001)

Pair share P. J. Lee’s article – respond to 3 questions.

Library:Review WikispaceExamine Tutorials

Review and search internet sites for primary sources relevant to your topics

Brainstorm ideas/concerns for how to use SCIM-C in one of your classrooms

Next session’s outline

1. How do you deal with students’ preconceptions about history in your classroom?

2. In what ways can we help students think about their own thinking? (metacognition)

3. How do you view Lee’s suggestion for how to teach history?

Tutorial sites: Would you use one of these sites for your own Professional

Development? Name one aspect of a site that you find helpful or

interesting. US Sites:

Have you explored any of these sites and if so, which one(s)?

For what purpose did you use the site? How might you use one of these sites with your students?

World Sites: Have you explored any of these sites and if so, which

one(s)? For what purpose did you use the site? How might you use these sites with your students?

Tutorials and teaching tips:•www.historicalinquiry.com •http://historicalthinkingmatters.org•http://webinquiry.org •http://teachinghistory.org

United States:•http://web.wm.edu/hsi/?svr=www •http://docsteach.org •http://memory.loc.gov •www.archives.gov •http://www.besthistorysites.net/ushistory_roaring20s.shtml

World: •http://www.dhr.history.vt.edu/ (US and European)•http://www.eyewitnesstohistory.com (World) •http://chnm.gmu.edu (Asia)•http://spice.stanford.edu/docs/155 (Asia)•http://legacy.lclark.edu/~history/HIROSHIMA/gallery.html (Japan)•http://www.eyewitnesstohistory.com/pearl2.htm (Japan)•www.eyewitnesstohistory.com/pfhiroshima.htm (Japan)•http://avalon.law.yale.edu/20th_century/decad163.asp (Israel)•http://www.marxists.org/archive/lenin/works/1917/apr/04.htm (Russia)•http://www.deremilitari.org/resources/crusades.htm (Crusades)•http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-WorldWar1.htm (European)•http://www.fordham.edu/halsall/mod/1902lenin.html (Soviet)

History is a vast and constantly expanding storehouse of information about people and events in the past. For students, learning history leads to encounters with thousands of unfamiliar and distant names, dates, people, places, events and stories. Working with such content is a complex enterprise not easily reduced to choices between learning facts and mastering historical thinking processes. Indeed attention to one is necessary to foster the other.

Robert B. Bain (2005)