1 / 14

History Lab:

History Lab:. Inquiry Based Teaching of Traditional American History: Process and Pedagogy from the Teachers Perspective.

jordan-grant
Download Presentation

History Lab:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. History Lab: Inquiry Based Teaching of Traditional American History: Process and Pedagogy from the Teachers Perspective

  2. “The notion that students must be given facts and then at some distant time in the future will “think” about them is both a cover-up and a perversion of pedagogy… One does not collect facts he does not need, hang on to them, and then stumble across the propitious moment to use them. One is first perplexed by a problem and then makes use of facts to achieve a solution.” (Charles Sellers, 1969)

  3. Inquiry Based Teaching • Use of open learning -- there is no prescribed target or result which students have to achieve. • Objective • Study of history is interpretive • Argumentative position – no right answer • The student researches, reads and interprets information. • Heightens engagement • Heightens comprehension • Heightens rigor of lesson • The teacher guides them to the desired learning goal but without making it explicit what this is. • Challenging process for teachers.

  4. Inquiry Based Teaching – History Labs Role of Teacher Role of Student • Create overarching question • Provide Sources • Debrief/ Connection questions • Support • Time • Assessment • Analyze overarching question • Examine sources • Evaluate sources for relevance • Eliminate materials (DBQ) • Determine context • Corroborate sources • Generate questions* • Synthesize material • Formulate a position on overarching question • Answer and justify overarching question

  5. History Lab – Writing Process • Topic selection • Indicator • Objective(s) • Outline • Overarching question • Assessment • Topic questions • Your questions • Major events What is the essential learning?

  6. History Lab – Writing Process • Methods • Sources • Teaching strategies • technology • Areas of challenge • Ability level of students • Availability of sources/resources • vocabulary • Time

  7. Historical Thinking Skills • Chronological Thinking  • Historical Comprehension  • Historical Analysis and Interpretation  • Historical Research Capabilities  • Historical Issues-Analysis and Decision-Making • How are you incorporating HTS into the history lab?

  8. Investigating the Louisiana Purchase History Lab #2 Matthew Young, Pikesville Middle School Traci Grogin, Windsor Mill Middle School Valerie Puckett, Holabird Middle School Wendy Schanberger, Hereford Middle School

  9. BCPS Curriculum Alignment:Indicators and Objectives • UNIT V OVERVIEW: NATIONALISM AND EXPANSION IN AMERICA • A: Students will analyze the Louisiana Purchase in order to determine the degree to which it impacted the nation. • analyze Lewis and Clark’s Mission of Discovery (Geography B.1) • analyze the challenges that confronted Lewis and Clark (Geography B.1) • determine the value of the Louisiana Purchase territory to the United States (History B.1.a)

  10. Overarching question • Explain how Jefferson’s choice to purchase the Louisiana Territory was beneficial to the nation. Should future Presidents follow Jefferson’s precedent in interpreting the Constitution?

  11. Lab Focus • Students will analyze the Constitutional issues surrounding the purchase, investigate Lewis and Clark’s Mission of Discovery, and determine in what ways the Louisiana Purchase added value to the United States. • Lab Objectives: • Analyze executive powers given in the Constitution • Comprehend, analyze, and interpret primary and secondary sources • Ascertain the initial effects of interactions with native peoples • Understand geographic conditions of the western United States • Determine bias and point-of-view in primary and secondary sources • Investigate changes and development of agriculture, transportation, education, mining, and/or population in the Louisiana Purchase

  12. FPI – Federal Purchase Investigator • How did we acquire the land? • What was the land like? • Who was already there? • Value of land? • Value – lasting impact over time? • Power points -- worksheets • Synthesize all material gathered from the sources and activities to answer overarching question.

  13. Misc Information • Theme • HIS – Historical Theme Investigation • FPI – Federal Purchase Investigators • Hook??? • Student worksheets • One to summarize the whole lab • Create as you go • PowerPoints • Technology • Independent vs. Group work • Break in lab

  14. Questions???

More Related