Download
1 / 72
720 likes | 911 Views
Historical Thinking: Part II. Creating a Historical Process. Where We Finished. Looked at Historical Thinking as a process that was arranged in levels that built upon each other The levels, or tiers, built from the general to the specific
E N D
Historical Thinking: Part II Creating a Historical Process (c) 2011
Where We Finished • Looked at Historical Thinking as a process that was arranged in levels that built upon each other • The levels, or tiers, built from the general to the specific • Studied the first level of Historical Thinking that dealt with students being able to acquire historical knowledge (c) 2011
Where We Will Go Now • Look at a few issues that tend to impede Historical Thinking in action • Reinforce the idea of Historical Thinking being a process of providing a framework for students • Examine the 2nd level of Historical Thinking Skills • Demonstrate an example of Historical Processing (c) 2011
The examples, documents, and many of the images used to illustrate this presentation come from CICERO: History Beyond the Textbook. You can sign up for a free trial of this incredible supplement by visiting www.cicerohistory.com and sign up for the free trial.
Impediments to Historical Understanding • Sacred vs. Secular Time • Obscures the time that come before and after • Obfuscations • Loss of common references • Terms of discourse • History as Apologetic • Rage, demands for restitution • Emergence of ethno-centric histories and diasporas • Apologizing builds false hope for rehabilitating the past Peter N. Stearns, Peter Seixas, and Sam Wineberg, Knowing Teaching & Learning History (New York: NYU Press, 2000), 66-78. (c) 2011
Impediments to Historical Understanding • Relativist Nihilism • False idea that all interpretations of the past are equally worthy and that there is no historical truth • Becoming aware that the past is unique • While there are parallels, the past is not necessarily analogous to the present • Reliance on Hindsight • Prevents us from being fair to the actors and events of the passt Peter N. Stearns, Peter Seixas, and Sam Wineberg, Knowing Teaching & Learning History (New York: NYU Press, 2000), 66-78. (c) 2011
Thinking Like a Historian A Historical Thinking Framework (c) 2011 AIHE
A Scaffolded Approach Tier 3 Context and Interpretation of the Past Tier 2 Analyzing and Evaluating Historical Material Tier 1 Building a Foundation to Acquire Historical Knowledge (c) 2011
The History Puzzle History is not a simple puzzle (c) 2011
The History Jigsaw Where do the pieces fit? (c) 2011
Can You Start Here? (c) 2011
Of the Puzzle Analogy in Action An Example (c) 2011 AIHE
What do you see? (c) 2011
Tier 1 Tier 1 Building a Foundation to Acquire Historical Knowledge (c) 2011
Tier 2 Tier 2 Analyzing and Evaluating Historical Material Tier 1 Building a Foundation to Acquire Historical Knowledge (c) 2011
The following skills will use the historical knowledge that students have gained and further the understanding process through formal analysis and evaluation. (c) 2011
Analyzing Causation and Consequence • Studying the differences between single-causation and multi-causation of the events of the past • Impact of the consequences of events and decisions of the past, including those that were desired, and those that were unintended (c) 2011
Three Levels of Causation • Long-term • Takes place over a period of years • Individuals and groups cannot generally effect the outcome • Intermediate • Where groups come together to effect change • Short-term • Almost immediate Peter N. Stearns, Peter Seixas, and Sam Wineberg, Knowing Teaching & Learning History (New York: NYU Press, 2000), 56 (c) 2011
What were the causes of the American Revolution? We are looking for causation and consequence here (c) 2011
Causes of the American Revolution Let's Roll out the Usual Suspects: Some Important Others: • The Enlightenment • Salutary Neglect • French and Indian War • Proclamation of 1763 • New Taxes • Stamp Act • Townshend Duties • Boston Massacre • Lexington & Concord • Common Sense • Growing sense of Americanism • Physical and Mental separation • Structures of Government • Radical Whig Ideology (c) 2011
Teasing One Out Salutary Neglect- For many years the British had taken a hands-off approach to the colonies. Britain was making huge sums of money from the colonies and did not want to tamper with a profitable enterprise. When the British do begin to assert themselves in the colonies, the American colonists resist and claim a history of self-rule. The Single Cause or One of Many? How do we know? What is the evidence? What was the intended consequence(s)? What were the unintended consequences? (c) 2011
Differentiating Long-Term Short-Term _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ 1600's 1754 1763 1765 1770 1775 1776 (c) 2011
Ranking Most Important Least Important __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ WHY? (c) 2011
Analyzing Change throughout the Past • Determination of different types of change that took place in the past, including political, economic, and social • Analysis of the impact of the different types of change on the history of America (c) 2011
An Act for the Gradual Abolition of Slavery, Pennsylvania, 1781 And Whereas Attempts may be made to evade this Act, by introducing into this State, Negroes and Mulattos, bound by Covenant to serve for long and unreasonable Terms of Years, if the same be not prevented. Be it therefore enacted by the Authority aforesaid, That no Covenant of personal Servitude or Apprenticeship whatsoever shall be valid or binding on a Negro or Mulatto for a longer Time than Seven Years; unless such Servant or Apprentice were at the Commencement of such Servitude or Apprenticeship under the Age of Twenty one Years; in which Case such Negro or Mulatto may be holden as a Servant or Apprentice respectively, according to the Covenant, as the Case shall be, until he or she shall attain the Age of twenty eight Years but no longer. (c) 2011 From CICERO Unit 5–Primary Sources section
The Emancipation Proclamation, 1862 That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom. Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion … (c) 2011 From CICERO Unit 8–Primary Sources section
“The historians method of stimulating comprehension thus rests not just on relating events in chronological order, but primarily emphasizing how everything is continually becoming …” • - Joseph Miller Peter N. Stearns, Peter Seixas, and Sam Wineberg, Knowing Teaching & Learning History (New York: NYU Press, 2000), 134 (c) 2011
Understanding History through common Themes and Ideas • Establishment of the essential themes of history and determination of their presence • Foundations of Freedom • Creation of an American Culture • Conflict and Compromise • Political and Social Movements • America on the World Stage • Analysis of the essential themes in different periods of history and across history (c) 2011
Freedom We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness; that, to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. (c) 2011 From CICERO Unit 4–Primary Sources and Gallery sections
American Culture The controversy that created Anne’s moral dilemma began shortly after her arrival in the Massachusetts Bay Colony in 1634. The daughter of a minister and a devoted student of scripture, Hutchinson disagreed with many practices she observed in the colonial church. Hutchinson believed in the “Covenant of Grace,” which meant salvation came directly from God. The Puritans believed in grace but maintained people must demonstrate the outward signs of salvation through pious living and charitable works. Hutchinson dismissed this as a “Covenant of Works” and accused church officials of preaching a false doctrine. She soon began sharing her views on Puritan theology. She even began inviting people who agreed with her to participate in religious meetings at her home. (c) 2011 From CICERO Unit 3 – Heroes section
On the Mode of Education Proper in a Republic Benjamin Rush, 1798 I shall proceed in the next place, to inquire, what mode of education we shall adopt so as to secure to the state all the advantages that are to be derived from the proper institution of youth; and here I beg leave to remark, that the only foundation for a useful education in a republic is to be laid in Religion. Without this there can be no virtue, and without virtue there can be no liberty, and liberty is the object and life of all republican governments. (c) 2011 From CICERO Unit 3 – Primary Sources and Galleries section
Conflict and Compromise (c) 2011 From CICERO Unit 4 – Gallery section
Olive Branch Petition, 1775 We shall decline the ungrateful task of describing the irksome variety of artifices practiced by many of your Majestys ministers, the delusive pretences, fruitless terrors, and unavailing severities, that have from time to time been dealt out by them, in their attempts to execute this impolitic plan, or of traceing thro' a series of years past the progress of the unhappy differences between Great Britain and these colonies which have flowed from this fatal source. Your Majestys ministers persevering in their measures and proceeding to open hostilities for enforcing them, have compelled us to arm in our own defence, and have engaged us in a controversy so peculiarly abhorrent to the affection of your still faithful colonists, that when we consider whom we must oppose in this contest, and if it continues, what may be the consequences, our own particular misfortunes are accounted by us, only as parts of our distress. (c) 2011 From CICERO Unit 4 –Primary Sources section
Political and Social Movements THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country; but he that stands by it now, deserves the love and thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: it is dearness only that gives every thing its value. Heaven knows how to put a proper price upon its goods; and it would be strange indeed if so celestial an article as FREEDOM should not be highly rated. Britain, with an army to enforce her tyranny, has declared that she has a right (not only to TAX) but "to BIND us in ALL CASES WHATSOEVER" and if being bound in that manner, is not slavery, then is there not such a thing as slavery upon earth. Even the expression is impious; for so unlimited a power can belong only to God. (c) 2011 From CICERO Unit 4 –Primary Sources section
An Act for the Gradual Abolition of Slavery Pennsylvania, March 1, 1780 And whereas, the Condition of those Persons who have heretofore been denominated Negro and Mulatto Slaves, has been attended with Circumstances which not only deprived them of the common Blessings that they were by Nature entitled to, but has cast them into the deepest Afflictions by an unnatural Separation and Sale of Husband and Wife from each other, and from their Children; an Injury the greatness of which can only be conceived, by supposing that we were in the same unhappy Case. In Justice therefore to Persons so unhappily circumstanced and who, having no Prospect before them whereon they may rest their Sorrows and their hopes have no reasonable Inducement to render that Service to Society, which they otherwise might; and also in grateful Commemoration of our own happy Deliverance, from that State of unconditional Submission, to which we were doomed by the Tyranny of Britain. (c) 2011 From CICERO Unit 5 –Primary Sources section
Continued… which not only deprived them of the common Blessings that they were by Nature entitled to, but has cast them into the deepest Afflictions by an unnatural Separation and Sale of Husband and Wife from each other, and from their Children; an Injury the greatness of which can only be conceived, by supposing that we were in the same unhappy Case. In Justice therefore to Persons so unhappily circumstanced and who, having no Prospect before them whereon they may rest their Sorrows and their hopes have no reasonable Inducement to render that Service to Society, which they otherwise might; and also ingrateful Commemoration of our own happy Deliverance, from that State of unconditional Submission, to which we were doomed by the Tyranny of Britain. (c) 2011 From CICERO Unit 5 –Primary Sources section
America on the World Stage (c) 2011
Analysis of historical controversies and their Impact on the past • Identification of the key controversies and the elements that made them volatile • Analyzing the impact that key controversies have had on the direction of the nation • Tracing the impact of key controversies to their modern conclusion(s) (c) 2011
