How can teachers develop historical comprehension?

1. -How does summary aid in the historical comprehension process? - How can we use the Keys to Literacy method to do this? How can teachers develop historical comprehension? Kimberly Haggerty Teacher Research Project Spring 2012

2. Historical Comprehension • The ability to understand a variety of historical sources • National Center for History in Schools Historical Comprehension Standards of focus: • 1. Identify the source • 2. Reconstruct the literal meaning of a historical passage

3. The Keys to Literacy: The Key Comprehension Routine, Joan Sedita • Steps in the process to higher comprehension • 1. Main idea identification • 2. Two column notes • 3. Summary • 4. Questioning

4. Keys to Literacy Summary Process • 1. Read and identify the main ideas. • 2. Begin the summary with an introductory statement. • 3. Turn the main ideas into sentences, occasionally including detail when necessary to convey the main idea. • 4. Combine the main idea sentences into a paragraph using transition words. • 5. Proof-read and add a “clincher sentence.”

5. Rationale • Keys to Literacy was a district initiative • Students lacked summary skills

6. Diagnostic • Assignment: Summarize your notes from the HW using the structure Mrs. Salisbury introduced to you. Data 1.A: After WWI, Americans feared communists and immigrants. Americans were afraid of communists because of the Red Scare. They started a party and had 70,000 radicals that joined. They were afraid of immigrants because after WWI less jobs were needed by more immigrants were still coming. Also immigrant grown to [sic] 600% from 141, 000 to 805,000 immigrants. • Findings: • Students were not focusing on the overall meaning • Over inclusion of details that were not vital to convey overall meaning. • Not categorizing or transitioning between ideas.

7. Changes Based on student Needs: 1.Get students familiar with the idea of summary. Use real life scenarios 2. Back away from the full Keys Routine and to just getting the “gist.” • Use these “gist” summaries in a variety of contexts, then build back up. 3. Model, build back up

8. Analysis of Data: Gist Statements • “Gist” Assignment 1: In one sentence summarize a particular section of the textbook. Students also had to draw a picture summarizing the section. • Data 2A, “Farmers Need A Lift”: Farms failed after WWI because the demand for crops decreased. • Data 2B,”The Uneven Distribution of Wealth”: During the 1920’s the rich got richer and the poor got poorer.

9. Building Back Up: Summary Rubric • Evaluation in 4 categories: • Identification of Main Ideas: Accurately identifies the main ideas. Describes them fully and concisely in their own words. Uses transition statements. • Introductory Statement: Introduction sentence serves as a roadmap for the reader and lays out the summary. • Comprehension of Text: Demonstrates a complete comprehension of the text. Paraphrases important point and articulates the importance of the source. • Vital Information: Identifies the author, who what were, when and important events.

10. Analysis of Data: Building Back Up • Assignment: The Pacific Theater: Summarize your notes on the Pacific Theater from yesterday. Include all main ideas, at least 9 sentences • Data 5A: The pacific theater consisted of multiple battles. It consisted of the Bataan Death March, the Battle of Midway, island hopping, Iwo Jima and lastly Okinawa. • Data 5B: The Bataan Death March was during April 1942. American and Filipino soldiers were to walk 70 miles to POW camps. Battle of Midway was June 1942, the Americans broke Japanese code.

11. Methodology • Bring trends to student’s attention • Model • Dissect • Redo • Circulate to answer questions • Provide summary step checklist to use each time we wrote one.

12. Analysis of Data: Final Summary • Data 6A: The allies faced difficulties during the 1940’s in Japan. One of these difficulties was the Bataan Death March, after the allies went on to win the Battle of Midway and develop the strategy of island hopping which led to victory in Iwo Jima and Okinawa. The Bataan Death March as when the Japanese forced American troops to march 70 miles to POW camps. During the march Japanese soldiers bayoneted, starved and executed Americans. Next was the Battle of Midway where Americans figured out where Japanese troops were heading and got there first. Americans destroyed the Japanese fleet.

13. Student Reflections on the Process • “Summaries are hard because there is no question to answer.” • “I now find summaries easier.” • “It is hard to get all of the important information in there.” • “Going through some as a class was helpful, more different examples helps.”

14. Findings • Primary Sources v. Secondary Sources: • Harder for students to identify main ideas and the structure for the summary had to be fluid to accommodate the source.

15. Conclusions • Structure is a good place to start but students tended to get stuck on it even when it did not fit. • i.e.- topic sentences- when writing about a variety of different ideas that may require two topic sentences • Students who understood the text had difficulty articulating it in the prescribed structure though they could verbally or through answering questions.

16. Questions Revisited  How can teachers develop historical comprehension? • How does summary aid in the historical comprehension process? • How can we use the Keys to Literacy method to do this?