Thinking like an Historian

1. Thinking like an Historian CCGPS for Social Studies Douglas County School System 2011-2012 Rollout

2. Quick Reminders The CCGPS Literacy standards will be fully implemented next year (2012-1013). The CCGPS Literacy Standards will replace the current Reading Across the Curriculum Standard. The CCGPS Literacy standards encompass: 10 reading standards 10 writing standards Link to Access CCGPS Literacy Standards: (pages 61 and 64) http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

3. A Textbook Argument “Texas had now come into the Union, but there was still trouble with Mexico. That country seemed bent on a quarrel. President Polk did not desire it, he made an effort to settle the question by treaty; and this might have been done had Mexico been willing to yield certain points.” “In January 1846, Polk ordered General Zachary Taylor to cross the Nueces River and set up posts along the Rio Grande. Polk knew that Mexico claimed this land and that the move might spark a war.”

4. What Historians Do The Seven Principles of Historical Thinking: • Take the time to think and prepare • Place yourself in the times • Careful consideration of evidence and viewpoints • Focus your topic • Be open to the possibility of having to change your topic • Mind your audience • Avoid always restating others’ ideas – add personal value THINKING HISTORICALLY HELPS US GET CLOSER TO THE PAST

5. What This Means for Social Studies Teachers The textbook should not be the only resource used in an effective SS classroom. No single account captures the complexity of the past. Students should be utilizing a variety of resources (primary sources, photos, films, etc.) on a regular basis in order to master the standards. Students should be given ample opportunity to think, consider multiple perspectives, give an opinion, and provide solid, foundational evidence.

6. Primary Sources Students sometimes see history as a series of facts, dates, and events… usually packaged in a textbook. As they use primary sources, they might begin to view textbooks as historical interpretations. They realize that any account of an event, no matter how impartial the presentation, is essentially subjective. For my Econ friends: Consider primary resources the raw materials in which history is made.

7. Analyze Primary Sources Texts, Images, Film, Objects, Data, Music… Examine Source Information Who wrote it? How was it used? Read Multiple Accounts and Perspectives Where do the sources agree/disagree? Thinking Like an Historian Understand Historical Context When did it happen? Where did it take place? Use Evidence to Support Claims

8. Document-Based Questions… not just for AP Students! DBQs differ from standard essays in that they emphasize the ability to analyze and synthesize historical data and assess verbal, quantitative, or pictorial materials as historical evidence. There is a growing number of studies that reveal DBQs are just as powerful, if not MORE powerful for lower-level students. This will of course, involve you teaching and modeling how to complete a DBQ.

9. Quick, 5-Step Process to Master a DBQ • Read the question/prompt at least 3 times. • State in your own terms what you are being asked to write. • Circle/underline the main words: Explain, Analyze, Evaluate, etc. • Briefly list the main events of the historical time period addressed. This is information OUTSIDE of the documents to be used. • Read each document. Briefly write the main point. If the prompt requires you to take a position, group the documents on the basis of those positions.

10. Critical Questioning Facts are mastered by engaging students in historical questions that spark their curiosity and make them passionate about seeking answers. Was Abraham Lincoln a racist? Would a command economy ever work for us? Did Federal Policy lead to the Dust Bowl crisis? Did Thirteen Days get it right?

11. Utilizing Research: National History Day Students choose a historical topic related to the annual theme, and then conduct primary and secondary research. They will look through libraries, archives and museums, conduct oral history interviews, and visit historic sites. After they have analyzed and interpreted their sources, and have drawn a conclusion about the significance of the topic, they will then be able to present their work in one of five ways: as a paper, an exhibit, a performance, a documentary, or a web site. Each year more than half a million students participate. National History Day Website: http://www.nhd.org/

12. Shake it Up! • Have your students respond in writing in lieu of the traditional verbal response. • Start Small: Have your students write “Perfect Paragraphs” that include a thesis with 3-5 supporting details. Once they perfect this process, move on to bigger and better. • Students love debates, get them motivated and engaged, then have them use that information to write.

13. SS CCGPS Webinar on May 2nd

14. Teachinghistory.org Short, 7-minute video clip EXTREMELY BENEFICIAL

15. http://www.archives.gov/education/lessons/worksheets/index.htmlhttp://www.archives.gov/education/lessons/worksheets/index.html

16. In Closing…. For some teachers, the Social Studies classroom in Douglas County will look very different next year. By implementing the new CCGPS Literacy Standards, our students will start thinking more actively and independently…. for they will be thinking LIKE an Historian.

17. Please ensure that this PowerPoint is presented to your entire Social Studies department within the coming weeks, preferably as soon as possible. Please do not email the PowerPoint in lieu of a presentation. Your thoughts and insights as you present will be beneficial to Douglas County’s successful implementation of the CCGPS Literacy standards. Email me with questions or concerns! -- Chelsie