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Office name goes hereDepartment of Literacy Date Dec. 1st, 2012

Reading and ThinkingLike a Historian

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Why do we teach history]

Is history relevant to society?

Coverage vs. Un-coverage Depth vs. Breadth

Common Core and the New Direction in Teaching History Reading Like a Historian activity: Contextualization and

Close reading

Thematic Teaching vs. Chronological Teaching Teaching for Learning

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Office name goes hereDepartment of Literacy] Dec. 1st, 2012

Reading and Thinking Like a Historian

Use this as a divider slide

Why do we teach history?

According to national data

only 11% of high school seniors

are proficient in history

• To understand the present in light of the past?

• To be able to read through documents and construct a probable account of the past?

• To appreciate historical narratives?

• To be able to give reflective and discriminating answers to thoughtful historical questions?

• To be able to answer factual questions about historical personalities and events?

What does the teaching of history

add to our knowledge of social

literacy?

Coveragevs

Uncoverage• The assertion has been that students

will have more historical knowledge if we teach content rather than “skills.”

• The role of history is to promote literacy,

• but of discernment,

• History, comes from the Greek “Istoria” means to gain knowledge through inquiry.

CHALLENGES PRESENTED BY THE TRADITIONAL

CHRONOLOGICAL APPROACH

SOLUTIONS WITH THEMATIC APPROACH

May reach present by June Can reach present at any time

History as names and dates History as an investigation

Low Interest Something of interest for everyone

Low interest texts

Texts and topic adapted to student interest

No strategies to ensure long term memory

Strategies specifically designed to ensure long term

memory

CHALLENGES PRESENTED BY THE TRADITIONAL

CHRONOLOGICAL APPROACH

SOLUTIONS WITH THEMATIC APPROACH

Seldom relevant Relevant by design

Textbook controls instruction

Teacher controls instruction

Goal is to get through the book

Goal is to ensure multiple literacies

CCSS reading skills not implicit

CCSS reading skills are essential

CCSS writing skills

Not implicit

CCSS writing skills are essential

The History of the One Year US

History Class: Early 1800s

Early America Colonial Revolution

One Year

Columbus Colonial Period Revolution Expansion

One Year

The History of the One Year US

History Class: Mid 1800s

Columbus Colonial Period Revolution Expansion Civil War

One Year

The History of the One Year US

History Class: Late 1800s

Columbus Colonial Period Revolution Expansion Civil War Westward

One Year

The History of the One Year US History Class: 1900

Columbus Colonial Period

Revolution Expansion Civil War Westward Gilded

Age

One Year

The History of the One Year US History Class: Early 1907

Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform

One Year

The History of the One Year US History Class: 1910

Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform World War I

One Year

The History of the One Year US History Class: Early 1927

Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform World War

IWorld War

II

One Year

The History of the One Year US History Class: Mid 1930s

Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform World War I World War

II Cold War

One Year

The History of the One Year US History Class: Early 1950s

Columbus Colonial Period Revolution Expansion Civil War Westward Gilded Age Reform World War

IWorld War

II Cold War Vietnam

One Year

The History of the One Year US History Class: Early 1970s

Columbus Colonial Period

Revolution

Expansion Civil War Westward Gilded

Age Reform World War I

World War II Cold War Vietnam End of the

Century

One Year

The History of the One Year US History Class: Early 1990s

Teach? I can’t teach, I have to cover all of

this material!!!!

Columbus

Colonial Period

Revolution

Expansion

Civil War

Westward

Gilded Age Reform World

War IWorld War II Cold War Vietnam

End of the

Century

The New Milleniu

m

One Year

Coverage and Content are not the same thing

Coverage• In terms of course design, coverage refers to the amount of

information covered by a

class

Content• Refers to the

various subjects, topics

or themes within a course

of study.

Content is important

There was a time when teaching from a textbook

made sense.

When the only way to access historical information

that was available was from a textbook

Roughly from the early 1800s to the late 1980s

WHAT HAS CHANGED???

The problem today isn’t in the ability to

acquire information…

The problem today is in sorting through the vast amounts of

Information and making informed decisions about what is and isn’t true and

relevant

There must be a better way

Depth Wins

Depth vs. Breadth

Common Core State Standards

Building Deeper Content Knowledge

Through Social Science 3.0, CCSS and Content

Based Literacy

Close Reading

Complex Texts

Contextualization Ev

alua

ting

Sour

ces

DebateWrite d

iscipline-

specific arg

um

ents

Tech

nolo

gy

Inte

grat

ion

Analysis

SS3.0

Content

SkillsLiteracy in G

lobal ConnectionsLi

tera

cy in

Eco

nom

ics

Con

nect

ions

Literacy in Civic Connections

Reading Like a Historian Exercise

• Sourcing• Contextualization• Close Reading• Corroboration

You have 6 documents:1. The first is an excerpt from a speech by Stephen

Douglas during their first debate in 1858.2. The second is Abraham Lincolns reply to Douglas’s

speech.3. The third is a letter from Lincoln to Mary Speed in

18414. The fourth is a speech Lincoln gave to a group of

freed Blacks at the White House in 18625. The fifth is an excerpt from Pictures of Slavery and

Anti-slavery. Advantages of Negro Slavery and the Benefits of Negro Freedom, Morally, socially and Politically Considered by John Bell Robinson.

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Guidance

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What does document one tell us? Where is Ottawa and does it matter?

What does document two tell us?

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Lincoln’s response to Douglas.

What does document three tell us?.

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Lincoln’ letter to Mrs. Speed.

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What does document four tell us?

Lincoln’s address to free African Americans on colonization

What does document five tell us?

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John Bell Robinson on slavery

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What does document six tell us?

William Lloyd Garrison on equality

• Share out - Reflection

Challenges and Opportunities

THANK YOU!

Department of Literacy Dec. 12th, 2012

THANK YOU!

For more information please contact:

Contact Gary McNaney (773) 553-2428 glmcnaney@cps.edu Contact Monica Swope, (773) 553-1964 maswope@cps.edu Contact Marty Moe, (773) 553-1932 msmoe@cps.edu