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Building a Framework for Historical Understanding

Building a Framework for Historical Understanding . What we want to do. Create a functional intellectual framework for students to acquire historical knowledge. Logically sequence history instruction so that it “builds” and can be mentally “attached” to that framework.

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Building a Framework for Historical Understanding

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  1. Building a Framework for Historical Understanding (c) 2011 AIHE

  2. What we want to do.. • Create a functional intellectual framework for students to acquire historical knowledge. • Logically sequence history instruction so that it “builds” and can be mentally “attached” to that framework. • Use the instructional sequence to build an “understanding” as opposed to a factual compilation. (c) 2011 AIHE

  3. History as a House What components do we see here? What supports the parts we see? (c) 2011 AIHE

  4. House starts with a Frame (c) 2011 AIHE

  5. Why this is important • We speak our own language in history instruction • Case in point: • “Progressive thinking, particularly its emphasis on the importance of economic considerations, changed the interpretive framework of Reconstruction.” * • If it is foreign and obfuscated to many of us, what it like for students? * FrancisG. Couvares, Martha Sexton, Gernald N. Grob, George A. Billas, ed., Interpretations of American History: Patterns & Perspectives, 7th ed., Volume II: From Reconstruction (New York: The Free Press, 2000), 25 (c) 2011 AIHE

  6. Effects of a Poor Foundation Can this house support more weight? (c) 2011 AIHE

  7. How do we create a proper framework? • Make sure that instruction is tightly focused • The material has to be delivered in small parts • The parts need to “build” on each other – a scaffolding effect (c) 2011 AIHE

  8. The Greatest Invention EVER! (c) 2011 AIHE

  9. The Building Blocks approach Contextualization and Interpretation If these building blocks get out of order or out of alignment then historical understanding suffers Building Conceptual Knowledge Breaking Down into Digestible Parts Essential Questioning (c) 2011 AIHE

  10. Why use this method? • Focus and Organization • Helps students see history in a focused and organized fashion rather than something that can be overwhelming in its entirety • Builds Conceptual Understanding • Unless we consciously identify the essential understandings related to a topic, we tend to focus on fact-based content as the outcome of instruction, and the conceptual level of thinking and understanding is left out (c) 2011 AIHE

  11. Why use this method? • Utilizing the structured Building Blocks approach allows teachers to help students build that elusive conceptual understanding, contextualization, and interpretation. • Concepts • Context • Interpretation (c) 2011 AIHE

  12. Implementation • Begin with an essential question (or a couple) to help frame the lesson • Begin the process of “chunking” the information • Using the age-old Economic, Social, and Political pieces of the puzzle • Or use any constructivist approach where you can tear down and logically build up • Use discussion of the various “chunks” build conceptual knowledge and understanding • Finish by answering the essential question to establish context and reinforce interpretation (c) 2011 AIHE

  13. Ok, well let’s go do this! (c) 2011 AIHE

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