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Presented at the College and University Faculty Assembly of NCSS

Pay it Forward : Pursuing historical understanding: A multi-site investigation in preservice social studies methods courses and local history. Cheryl Torrez University of New Mexico Scott Waring University of Central Florida George B. Lipscomb Furman University

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Presented at the College and University Faculty Assembly of NCSS

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  1. Pay it Forward: Pursuing historical understanding: A multi-site investigation in preservice social studies methods courses and local history. Cheryl Torrez University of New Mexico Scott Waring University of Central Florida George B. Lipscomb Furman University Amy Good University of NC at Charlotte Presented at the College and University Faculty Assembly of NCSS November 12, 2009

  2. WHY?? • Enhance lesson plans • Emphasize knowledge of local history • Emphasize the need to cope with limited resources

  3. The Project

  4. Framework • Historical Understanding (Levstik and Barton; Brophy and VanSledright) • History’s Habits of Mind from the National Center for History Education (2007)

  5. Research Questions • 1. In what ways do teacher candidates enact their understanding of inquiry into curriculum design and instruction? • 2. In what ways they make sense of theory and strategies learned in methods classes?

  6. Settings • 3 universities (2 Southeast, 1 Southwest) • Elementary and Secondary Preservice Students

  7. Data Collection • Lesson Plans (triangulation) • Artifacts • Student Reflections

  8. Findings- Did the project do what it was intended to do? • YES (and no) • Students became much more aware of local history (and I think enjoyed finding the artifact) • Lesson plans were more personal, less “mechanical” than in previous years

  9. 4 Habits of the Mind Used • 1. Distinguish between the important and the inconsequential. • 2. Develop historical empathy as opposed to present-mindedness. • 3. Comprehend the interplay of change and continuity. • 4. Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations. • Primary source artifact(s) is seamlessly integrated into lesson and enhances understanding of the content to be conveyed.

  10. Findings (Habit 1)Distinguish between the important and the inconsequential.

  11. Findings (Habit 2)Develop historical empathy as opposed to present-mindedness.

  12. Findings (Habit 3)Comprehend the interplay of change and continuity.

  13. Findings (Habit 4)Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations.

  14. Findings (Artifact)Primary source artifact(s) is seamlessly integrated into lesson and enhances understanding of the content to be conveyed.

  15. Are our preservice teachers seeing the importance engaging students in the complete processes of historical inquiry? Unintended Outcomes (good and bad) Personal Situations too different? Lesson plans still don’t go far enough towards historical understanding Imp lications

  16. Questions/ Comments • E-mail: george.lipscomb@furman.edu • Website (for paper): • http://waring.education.ucf.edu/cufa/ • http://eweb.furman.edu/~glipscomb/voices/weblog/?p=33

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