Office name goes here

1. Reading and Thinking Like a Historian Office name goes here Department of Literacy Date Dec. 1st, 2012

2. Reading and Thinking Like a Historian Sub-headline goes here • Why do we teach history] • Is history relevant to society? • Coverage vs. Un-coverage • Depth vs. Breadth • Common Core and the New Direction in Teaching History • Reading Like a Historian activity: Contextualization and Close reading • Thematic Teaching vs. Chronological Teaching • Teaching for Learning • Share out Office name goes here Department of Literacy] Dec. 1st, 2012

3. Why do we teach history? • To understand the present in light of the past? • To be able to read through documents and construct a probable account of the past? • To appreciate historical narratives? • To be able to give reflective and discriminating answers to thoughtful historical questions? • To be able to answer factual questions about historical personalities and events? Use this as a divider slide According to national data only 11% of high school seniors are proficient in history

4. What does the teaching of history add to our knowledge of social literacy?

5. CoveragevsUncoverage • The assertion has been that students will have more historical knowledge if we teach content rather than “skills.” • The role of history is to promote literacy, • but of discernment, • History, comes from the Greek “Istoria” means to gain knowledge through inquiry.

6. CHALLENGES PRESENTED BY THE TRADITIONAL CHRONOLOGICAL APPROACH SOLUTIONS WITH THEMATIC APPROACH Can reach present at any time May reach present by June History as names and dates History as an investigation Something of interest for everyone Low Interest Low interest texts Texts and topic adapted to student interest No strategies to ensure long term memory Strategies specifically designed to ensure long term memory

7. CHALLENGES PRESENTED BY THE TRADITIONAL CHRONOLOGICAL APPROACH SOLUTIONS WITH THEMATIC APPROACH Seldom relevant Relevant by design Textbook controls instruction Teacher controls instruction Goal is to get through the book Goal is to ensure multiple literacies CCSS reading skills not implicit CCSS reading skills are essential CCSS writing skills Not implicit CCSS writing skills are essential

8. The History of the One Year US History Class: Early 1800s One Year

9. The History of the One Year US History Class: Mid 1800s One Year

10. The History of the One Year US History Class: Late 1800s One Year

11. The History of the One Year US History Class: 1900 One Year

12. The History of the One Year US History Class: Early 1907 One Year

13. The History of the One Year US History Class: 1910 One Year

14. The History of the One Year US History Class: Early 1927 One Year

15. The History of the One Year US History Class: Mid 1930s One Year

16. The History of the One Year US History Class: Early 1950s One Year

17. The History of the One Year US History Class: Early 1970s One Year

18. The History of the One Year US History Class: Early 1990s One Year

19. Teach? I can’t teach, I have to cover all of this material!!!! One Year

20. Coverage and Content are not the same thing Coverage Content Refers to the various subjects, topics or themes within a course of study. • In terms of course design, coverage refers to the amount of information covered by a class Content is important

21. WHAT HAS CHANGED??? When the only way to access historical information that was available was from a textbook There was a time when teaching from a textbook made sense. Roughly from the early 1800s to the late 1980s

22. The problem today is in sorting through the vast amounts of Information and making informed decisions about what is and isn’t true and relevant The problem today isn’t in the ability to acquire information…

23. There must be a better way

24. Common Core State Standards Depth vs. Breadth Depth Wins

25. Contextualization • Evaluating • Sources Building Deeper Content Knowledge Through Social Science 3.0, CCSS and Content Based Literacy Analysis Close Reading • Complex • Texts Debate Technology Integration Write discipline- specific arguments

26. Literacy in Global Connections Literacy in Economics Connections Literacy in Civic Connections

27. Reading Like a Historian Exercise • Sourcing • Contextualization • Close Reading • Corroboration

28. Guidance • You have 6 documents: • The first is an excerpt from a speech by Stephen Douglas during their first debate in 1858. • The second is Abraham Lincolns reply to Douglas’s speech. • The third is a letter from Lincoln to Mary Speed in 1841 • The fourth is a speech Lincoln gave to a group of freed Blacks at the White House in 1862 • The fifth is an excerpt from Pictures of Slavery and Anti-slavery. Advantages of Negro Slavery and the Benefits of Negro Freedom, Morally, socially and Politically Considered by John Bell Robinson. Office name goes here

29. What does document one tell us? Where is Ottawa and does it matter? Office name goes here

30. What does document two tell us? Lincoln’s response to Douglas. Office name goes here

31. What does document three tell us? . Lincoln’ letter to Mrs. Speed. Office name goes here

32. What does document four tell us? Lincoln’s address to free African Americans on colonization Office name goes here

33. What does document five tell us? John Bell Robinson on slavery Office name goes here

34. What does document six tell us? William Lloyd Garrison on equality Office name goes here

35. Share out - Reflection Challenges and Opportunities

36. THANK YOU! THANK YOU! • For more information please contact: • Contact Gary McNaney(773) 553-2428 glmcnaney@cps.edu • Contact Monica Swope, (773) 553-1964 maswope@cps.edu • Contact Marty Moe, (773) 553-1932 msmoe@cps.edu Department of Literacy Dec. 12th, 2012