Social Studies Content Integration

Using Historical Thinking Skills to DO History

Social Studies In Elementary School

• Get students to DO history

• Develop Historical Thinking and Literacy Skills

• Develop the students’ idea of time and place

• Instill an interest in the Social Studies

• Improve overall literacy skills

• Begin to introduce the NCSS themes.• The themes are in your handouts.

What Do Historians DO?

• Historians study the written records of history in order to gather evidence that will support

their answer to a historical question.

• These written records, or documents, are used to support their interpretation of what happened, who was involved and why it occurred.

• Historians do all of this using “historical literacy skills”.

Reading Like A Historian

• Stanford Education Group

• Developed lesson plans for secondary schools using primary source documents.

• Awesome website: http://sheg.stanford.edu/

• Created historical skills chart that we are going to use today.

4th Grade, Unit 2Topaz

• Essential Question: How do individuals influence others?

• 5th grade: Unit 6- Why do historical conflicts often occur when basic needs or rights are threatened?

• I can describe the role of the United States during one of the following wars (World War I, the Great Depression and World War II).

• Student Learning Target: I can understand how the rights and responsibilities of people have changed over time.

• Example Performance Assessment: Was The U.S. Justified In Using Internment Camps for Japanese-Americans?

OUR TURN TODO HISTORY

• In your interactive notebook start a new page and on top of the left hand side write down our assessment question.• Was the U.S. justified in using internment camps for Japanese-

Americans?

• On the Right hand side, glue in the handout “Historical Thinking Skills: Topaz”

• Update the table of contents.

• On the Right hand side under the heading “background information” Use your prior knowledge about TOPAZ and write a SHORT paragraph about Japanese Internment Camps.

• This would be what you provide to your students using all the various resources. Keep in mind this does not need to be long.

Left Hand SideDocument Comparison T-Chart

Document 1 Document 2

Sourcing

Close Reading

Contextualization

Corroboration

Building Historical Background

• Elementary Social Studies is not chronological but a snap shot of different events and periods in history built around bigger concepts or themes.

• Background does not need to be comprehensive, but should provide a general historical perspective.

• Help build the concepts of time and space

Historical Thinking Skill #1Sourcing

• Always done BEFORE reading the document

• Identifies if a source is a primary or secondary source.• Primary sources were created at the time of an

event, secondary sources interpret or analyze primary sources

• Answers important questions about the origin of the document.

• Refer to the Historical Thinking Skills Chart

Sourcing guiding questions And Sentence Starters

• Primary or secondary?

• Who

• When

• Why

• Prediction

• Purpose

• Believable

• This was written for…

• I think the author believes….

• I do/don’t trust this document because…

Source Document 1

• Look at what makes up the skill on the RIGHT hand side of the notebook

• Answer at least 3 of the questions from the notes in the Document 1 box on the left had side.

• WHAT DO WE KNOW ABOUT THIS SOURCE?

Historical Thinking Skill #2Close Reading

• Close reading is the careful sustained interpretation of a brief passage of text.

• Wikipedia

• Use a variety of close reading strategies and text annotations to focus what you want kids to discover from the text.

• Refer to the “critical features of instructions” for literacy strategies for READING in the maps.

Close Reading Guiding questions

• Claims

• Evidence

• How does it make you feel?

• Convincing?

• Anything left out?

Read Document 1 Closely

• Annotations.• Circle Evidence that justifies or explain

injustice for camps.• Highlight words or phrases that create

emotion.• Make a note of what emotion you have as you

read.

Historical Thinking Skill #3Contextualization

• Contextualization asks students to locate a document in time and place and to understand how these factors shape its content.

• Helps kids to connect what else was happening at a particular time

• Attempts to place the kids in that time period and to understand how the people may have felt.

• Recognize change and continuity. How are things different or how are they the same.

Contextualization

• What was it like to be alive at this time?

• From this document I would guess that people at this time were feeling…

• This document might not give me the whole picture because…

• What else was going on at this time?

• This is a great time to let students generate questions to increase understanding.

Historical Thinking Skill #4Corroboration

• Corroboration asks students to consider details across multiple sources to determine points of agreement and disagreement.

• Attempts to find elements of truth or fact by comparing more than one source.

• When corroborating documents, the other 3 skills need to be utilized.

• Only need to compare one other document, but can use many more.

• High school AP tests ask students to compare 10-13 documents. That is what we are building for.

Document 2

• Work with a partner to fill in the “Document 2” column on your t-chart using our historical thinking skills.

• With your partner discuss each step and how you might do this with your students• Sourcing• Close Reading• Contextualization• Corroboration

Student Supports and Assessment

• For each step the questions and the number of questions can be designed to help support and develop these skills with students.

• Assess each step.• Listen to what kids are discussing in partnerships• Read what they are writing in their notebooks.• What types of questions are they asking you in this

process.• Recognize these are skills they build all throughout

middle and high school and they WILL NOT be perfect with them and it is a growing and learning process.

CLASS DISCUSSION

• A big part of developing Historical thinking skills is to be able to listen to others and their thinking.

• Always lead a class discussion about the historical question before you give the final performance assessment.

BREAK

Performance Assessment and the Interactive Notebook

• The Left hand side of the notebook can be used for any type of student output that would show their thinking about the assessment question or the student learning target

• Assessments can be graded when turned in or just a quick glance and as a unit or individual assignment

• Hundreds of great ideas with the focus on student production.

Production Assessments should be Engaging!

• Give explicit details about what you expect.

• Use verbs to tell students what to do, such as draw, outline, create, illustrate, etc.

• Explain where in the notebook you should see the assignment.

• Tell students specifically what resources they should use to complete the activity

• Encourage creativity and imagination when demonstrating the use of historical thinking skills

• Use Rubrics, simple or complex

• Use historical questions to drive activities

Examples

• Paste your “List of Examples” on the right hand side of the notebook.

• Create a symbol for ideas you OWN!

• A second symbol for ideas you WANT to own!

• Make a key for your symbols so you know what they meant next time you look at it.

Student Formal Writing orEssay Practice

• Formal Essay

• Parts of an essay such as claim/thesis, introductions, transitions,

• Portions of essay from both perspectives

Character Collage

• Simple drawing of a figure

• Five key words or phrases that describe the background of the figure

• Three illustrations or visual symbols that represent the characters point of view or background

• At least 4 colors

Illustrated Timeline

• Timeline of chronological events with illustrations to highlight key moments in a particular time period

• Include _____ illustrations, or _____ number of events.

Annotated Illustrations

• Create an illustration of __________

• Below your illustration write a description of ____________

• Can be for a specific moment in time or to illustrate a process such as migration or forced migrations.

Historical Caricatures orSensory Figures

• Represents a historical person or a group of people

• Provides their point of view for contextualization

• Could be how that person was perceived at that time or how they are perceived now.

• Sensory figures incorporate the senses such as what this character might have seen, heard, felt, etc.

Eulogies

• Write a Eulogy to highlight the accomplishments or virtues of a historical character

• The eulogy could also exaggerate what that person may have felt or thought at that time

• Could also be for a group of people.

Poetry

• Use historical people, places, or events as the basis of poetry.

• Use this activity to reinforce your teaching of poetry.

Historical Journal

• Assume the role of a person from history

• Write a journal or a diary entry that recounts the experiences or feelings that person may have had.

• Variations could be historical monuments or markers.

• Usually a short summary of the event, followed by an explanation of significance or a justification for that event.

Illustrated Dictionary

• Great for a focus on vocabulary

• Vocabulary word is written out with a definition with an illustration showing historical connection.

• Can be used as part of explicit vocabulary routine

• Provide a synonym and an antonym for the target vocabulary word.

• Great to use with various foldable activities

Invitations

• Invitation to a historical event or important date

• Highlight the important facts or details about the information

• Could also include what the goal, purpose, or outcome was for the event

Perspective Pieces

• Annotated drawings, newspaper articles, posters, cartoons that show different perspectives

• Show different perspectives of the same person or event

• Wanted /Hero posters

Political Cartoon or Comic Strip

• Show historical thinking skills in a political cartoon.

• Provide a historical commentary on a person, place, or event.

• Thousands to model from.

Postcards

• Postcards include a graphic or illustration on one side with information on the other

• Great way to practice summarization skills

• Information can be assigned with a particular point of view or historical perspective.

Charts, Graphs, Diagrams and Flow Charts

• Charts, Graphs, Diagrams are excellent ways to show historical data.

• Simple illustrations are a great addition

• Often used on the right side of the interactive notebook to gather, collect, or organize facts to be used in other left side student production activities

Graphic Organizers

• Graphic organizers are great to use on both the left side or the right side of an interactive notebook.

• Examples include a T-chart, spoke diagrams, Venn diagrams, KWL chart, word web, Fact and Opinion, etc.

Japanese Internment Camp Performance Assessment

• On the Left hand side of your notebook, answer our historical question

• Was The U.S. Justified In Using Internment Camps for Japanese-Americas?

• Choose any of the assessment ideas to accomplish this.

• Share with your table what you produced for your assessment.

Doing History

• Students DO history by using a combination of primary and secondary documents to answer historical questions.

• When we allow kids to DO history they develop historical thinking skills of sourcing, close reading, contextualization, and corroboration.

• When they DO history they develop a better understanding of time and place

• Students can DO history in a fun variety of ways using an interactive notebook.

• Students DO history to improve literacy skills

Content Integration Maps.Partner Work

• With a partner look at the performance assessments for each unit.

• List two possible interactive notebook activities that could be used for each assessment.

• Try and include various activities.

• If you have a great idea, either from our list or your own, write it down and send it to us and we will pass it on.

Exit Ticket

• Post-it note in one unit of map with possible interactive notebook performance assessments

• Fill out blue evaluation form

• Return to the front• Colored pencils• Glue stick• Rulers• Scissors

• Put candy and pen box on back table