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Uncovering history

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Synthesis of approaches to uncovering history with history labs. Students do the work of historians by constructing knowledge from primary sources. This presentation was used to kick off a teacher action-research group at Anoka High School (MN) that develops history lab activities. Some of their work can be seen at .

Text of Uncovering history

  • 1. Uncovering History Eric BeckmanSources:Lendohl Calder, Uncoverage: Toward a Signature Pedagogy for the History Survey JAH Bruce Lesh, Why Wont You Just Tell Us the Answers? Bruce VanSledright, The Challenge of Rethinking History Education Sam Wineburg, Crazy for HistoryStanford History Education GroupPowerful and Authentic Social Studies (PASS) program of the NCSS

2. WhatAuthentic historical practiceInterpretation, between fact and opinionWeighing evidenceStudent-centered inquiryDeep learning Fact Interpretation Opinion 3. WhyDeepen engagementDevelop literacyEncourage higher Order thinkingStop the madness!Years of pursuing trivia has not gotten us very far 4. New York Times Headlines,Guess the years..."Ignorance of U.S. History Shown by College Freshmen""Times Test Shows Knowledge of American History Limited."From Sam Wineburg,Crazy for History 5. New York Times Headlines,Guess the years..."Ignorance of U.S. History Shown by College Freshmen" 1943"Times Test Shows Knowledge of American History Limited." 1976 6. Shift our understanding of history, epistemologically speaking The Deep The CopierThe Borrower ThinkerakaakaakaNave Realist Nave Relativist Critical Pragmatist Bruce Van Sledright, The Challenge of Rethinking History Education 7. Epistemologies of HistoryNave Realist (copier)History is a recording of what we objectively knowhappenedClear correct answers to specific questionsNave Relativists (borrower)Different accounts and sources are just opinionsNo correct or incorrect answersCritical Pragmatist (deep thinker)Interpretive tools to draw conclusions from multiple accountsSupports conclusions with evidence 8. Fact Interpretation Opinion 9. Thinking Historically, two models, same ideasBruce Lesh: SHEG:TextClose readingWhat does it say? What does it say?Context ContextualizationRelationship to timeRelationship to time period? period?Subtext SourcingInfluence of authors Influence of authorsPOV?POV? 10. History Lab,combining SHEG and Mr. LeshEstablish contextHook with a key visual or short textPose organizing question Focus on history concept Engage studentsStudents Read Documents 1-3 or Jigsaw PQCS: Mark it up! Interpret DiscussFormative Product Students use evidence to support claims FeedbackSummative Product 11. History Concepts thatdrive history labsCausalityChronologyMultiple perspectivesContingencyEmpathyChange and continuity over timeImpactIntent/motivationContrasting interpretationsMr. Lesh, p. 13 12. The Work to be DoneSelect topicsFind sourcesSelecteditFormulate guiding questionProcessing and formative assessmentsAuthentic Products

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