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The Persistent Issues in History Network Promoting Historical Understanding and Critical Reasoning

The Persistent Issues in History Network Promoting Historical Understanding and Critical Reasoning. Challenges in Promoting Lasting History Learning How do we stimulate students’ interest in history subject matter? How do we encourage students to think

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The Persistent Issues in History Network Promoting Historical Understanding and Critical Reasoning

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  1. The Persistent Issues in History Network Promoting Historical Understanding and Critical Reasoning

  2. Challenges in Promoting Lasting • History Learning • How do we stimulate students’ interest in • history subject matter? • How do we encourage students to think • deeply about history content?

  3. Problem-Based Historical Inquiry • Students as Active Problem Solvers • Learning Organized around Enduring • Societal Questions • Problem Solution Requires Using • Knowledge in Novel Ways

  4. PIH Project Goals • Active student exploration & construction of knowledge • Application to persistent problems of democratic citizenship • Integration of ethical questions into policy positions • Cooperative work; shared expertise; civil discourse • Development of thoughtful dispositions

  5. Supporting PBHI • Clear Unit Focus:What strategies should be pursued in • 1968 to continue the struggle • for a more just, equal society? • Intro to Project: P. 73

  6. Supporting PBHI • Authentic Culminating Student Products : • Group multimedia presentations to civil rights leaders • Individual essays: p. 31

  7. Supporting PBHI • Collaborative Expert Groups • Phase One: Data-gathering Teams • Phase Two: Decision-making Teams

  8. Decision Point! • Database of content resources related to the • African-American Civil Rights Movement • Scaffolding tools to assist students with analyzing and evaluating historical evidence and presenting conclusions • Tools to assist teachers with authoring activities and guiding student investigations

  9. Supporting Thinking about Content • Conceptual Scaffolds • Three Thematic Strands: Change Strategies

  10. Supporting Thinking about Content • Conceptual Scaffolds • Civil Rights Events Grouped by Change Strategy • Primary Documents Classified by Type

  11. Decision Point Learning Components • Decision Point! database • 24 Events • Interactive essays • Newspaper, personal accounts, opinion, artifacts, images, video clips

  12. Supporting Thinking about Content • Conceptual Scaffolds • Interactive Essay for • Each Event • Timelines

  13. Decision Point Learning Components • Interactive Essays • Overview of the event and links to relevant documents • Help students contextualize evidence as a historian would

  14. Supporting Thinking about Process • Strategic Scaffolds • Data Gathering Guides • Models

  15. Decision Point Learning Components • Student Guides • Scaffold to assist with data collection and organization • Designed to allow students to analyze an event similar to a historian

  16. Supporting Thinking about Process • Accountability • Data Gathering Roles • Expert Investigator • Fact Checker

  17. Supporting Thinking about Process • Feedback For Data-Gathering Phase • Self-Assessment through Journals • Socratic Meetings with Teams • Interim Feedback on Data Synthesis Charts

  18. Off-line Activities to Support Thinking • Interactive Slide Lectures & Film Clips • Socratic Meetings with Student Teams • Synthesis Discussions • Thematic Timeline • Feedback on Progress

  19. The CommonsSocratic Meetings Teacher-mediated INSTRUCTION Technology-mediated In-Class MultimediaMedia Center

  20. T-1 T-2 T-3

  21. Supporting Thinking about Process • Decision-Making Phase

  22. Supporting Thinking about Process • Decision-Making Phase • New Roles • Synthesis of Information • Consider Alternatives • Construct Persuasive Dialectical Argument

  23. Supporting Thinking about Process • Feedback For Decision-Making Phase • Presentation Rubric • Storyboard • Model Presentation • Socratic Meetings/Interim Feedback on Storyboard

  24. Decision Point Learning Components • Presentation • Provides generative tools for using multi-media evidence to present a persuasive argument about the unit problem

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