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Chapter 3: Teaching Text, Subtext, and Context

Chapter 3: Teaching Text, Subtext, and Context. Project Clio PD November 16, 2011. Chapter 2 Big Ideas:. Introducing historical thinking History is a discipline centered on questions and interpretations Historical thinking requires us to question sources

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Chapter 3: Teaching Text, Subtext, and Context

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  1. Chapter 3: Teaching Text, Subtext, and Context Project Clio PD November 16, 2011

  2. Chapter 2 Big Ideas: • Introducing historical thinking • History is a discipline centered on questions and interpretations • Historical thinking requires us to question sources • History is alive, debatable, and connected to the present • Ways to introduce initial historical thinking • Legacy of Nat Turner • Legacy of Malcolm X

  3. “They were all different sources saying different things. Some were letters from Roosevelt which meant they were lies. Others were newspaper articles and political cartoons that were biased. It was hard to know which one to believe.” -Student comments during discussion of the lesson, p.53

  4. A Common Language for Investigating the Past

  5. Tips on Selecting Sources for an Investigation Do not use more than 6 sources Read the sources ahead of time Include visual sources, text, material objects, and pop culture Aid students by editing for length, defining difficult terms, and contextualizing Ensure sources are comparable length

  6. Text, Subtext and Context • Theodore Roosevelt and the Panama Canal • Begin with Roosevelt’s autobiography • What is Roosevelt doing in his autobiography and what role did the United States play in the acquisition of the territory used to construct the Canal? • Present sources with contrasting viewpoints • Jigsaw • Quick-writes

  7. Dropping the Atomic Bombs

  8. At your tables….Harry Truman and the Atomic Bombs Step One: Read the excerpt from Truman’s autobiography Step Two: Focus on his argument and any vocabulary that might represent subtext. What is Truman doing in his autobiography: (lying, telling half-truths, exaggerating, rationalizing)

  9. Step Three: Analyze additional sources • What does the source have to say about the circumstances surrounding the Atomic bombs? • Is there any evidence that challenges President Truman’s claims? • Jigsaw at tables and share answers to the above questions

  10. Step Four: Complete the following sentence stems: • “The various types of sources used to determine the purpose of Truman’s autobiography created problems because….” • “The subtext of the various documents was important to consider because….” • “Overall, when trying to interpret events from the past, you need to…”

  11. Step Five: Weighing the Evidence

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