History Workshop

1. History Workshop Standards, Scaffolding and Setting Tasks!

2. PART ONE READING, REASONING & REINFORCEMENT

3. My year so far…changes, changes • Year 11: • Significance Unit • Sources Unit • Family History • Internal Assessment – Who Do You think You Are? • Coming up: • Historical Fiction Unit • Internal Assessment – Blog creation • Black Civil Rights • The Pacific War

4. Year 12 • Significance Unit • Sources Unit • Internal Assessment – Protest • Mini-Unit Salem Witch Trials – Cause and Effect • Race Relations– a comparison btwn NZ and SA • Hitler’s Impact on Germany • Year 13 • Significance Unit • Sources Units • Internal Assessment – Personal Investigation • Early Contact – Internal Assessment 3.4 • Eugenics

5. Going back to the classroom… …total reassessment of what I am doing! • Questioned my understanding of History teaching and my teaching practice • Started with the big question…

6. What is History? • History is the study of the past, filled with inferences, decisions about significance, interpretation, inclusions and omissions, generally accepted facts and even speculation (Nokes p.55) “History is…gossip well told” Elbert Hubbard

7. BUT, if we ask our students… • Who are we as Historians? • Archaeologists • Paleontologists • Explorers • What we do as Historians • Surf the net • Watch History Channel • Listen to lectures

9. Historical knowledge vs historical literacies “A historical literate person knows how to evaluate the quality of the information, rather than just regurgitate it on a test…” Sam Wineburg, Margaret Jacks Professor of Education and History, Stanford University, USA

10. Importance of Evidence • “When students start operating with the concept of evidence as something inferential and view eyewitnesses as providing evidence, not ‘handing down’ history, then History will resume again” (Lee) • Traditional History Classroom • bears no resemblance to what professional historians do • radically different work to that of an historian • up until 2011 we continued this tradition

11. What we know… • Students struggle when not supported using sources • Students struggle with contradictions • Students struggle with reading

12. …and what are the standards asking our students to do? • Read critically • Think historically • Identify, collect and interpret sources of information • Differentiate between fact and opinion • Consider multiple perspectives • Interrogate historical data • Use evidence to support interpretations / generalisations • Write up their findings – in reports, essays, blogs etc • Determine and explain significance

13. So, how do we support them in this? Students need: • to have the opportunity to work with Primary and Secondary Sources • to be given feedback and feedforward on their historical thinking • Experience tells us: • by writing more we get better writers • so it follows that more work with sources leads to better historical thinkers…

14. Historical Literacies – what is it? • Reading Jeffrey Nokes pp30 – 32

16. How do we…. …change from seeing evidence such as cartoons etc [not just] as a means of transmitting or receiving information? • How do we teach students to: • Review • Critique • Question • Consider the sources - annotate • Synthesize the message with other sources?

17. Four ways to encourage this • Close reading • Metacognition • Vocabulary and Literacy • Before, During and After Reading Strategies

18. Close Reading • Skim initially • Slow down; pause and reflect; annotate • Refer to the author • Reread for detail • Question the text • Clarify • Consider the context of source

19. Metacognition (a) • Good readers reflect on reading and thinking process • Pay attention to what they understand and notice when this breaks down • Need to be taught how to do this and what to do when it fails: • Re read • Question • Seek additional sources • Discuss • Focus on parts • Mini-Writes – Reading 2

20. Metacognition (b) • One strategy to cover a variety of skills = mini-writes • Testing metacognition: • What is the most important idea that was generated in today’s discussion? • Explain this concept in your own words • How do you think that this issue is viewed by those involved in it? • What questions do you have? • Gives insight into thought processes • Non-threatening • Invaluable feedback and feed forward for students

21. Vocabulary and Literacy • Develop a rich vocabulary • Knowledge of word meanings • History related vocab/text that we need to define • How? • Discussion

22. Before, During and After reading strategies (1) BEFORE • Preview the text – activating background knowledge • Establish a purpose for reading – make prediction

23. Before, During and After reading strategies (2) DURING • Vary reading speed • Monitor comprehension • Summarise • Make inferences • Seek clarification • Ask questions • Make and verify predictions

24. Before, During, After reading strategies (3) AFTER • Summarise • Continue to ask questions • Discuss

25. Four resources model 1. Code breakers 2. Meaning makers 3. Text user 4. Text critic • What is the role? • What do they need to be • able to do? • How can we help as history • teachers? • Are there any specific • strategies we can use?

26. Summary – to date • Main ideas so far…

27. Explicit strategy instruction • Provide training, practice and support • Four stages: • Direct instruction • Modeling • Guided practice • Independent practice

28. Reading Like a Historian: A Document- Based History Curriculum Intervention in Urban High Schools Reisman p91

29. Implicit strategy instruction • Assignment requiring students to engage – teacher explains it first • Creation of a study guide prior to analysing a cartoon • Brief description of source • List the images • List symbols etc • Walking students through process of analysis

30. Reading • Building Students’ Historical Literacies: Learning to Read and Reason with Historical Texts and Evidence Jeffery D. Nokes, Routledge 2013 pp 65 – 81 Additional web help here: Historical Literacies

31. So what? • These strategies and ideas all provide support in developing students who can: • Think • Reason • Source • Corroborate • Challenge • Analyse • Evaluate Do all the things our standards are asking from 3.1 – 3.6

32. PART TWO Standards, Scaffolding and Setting Tasks!

33. Analysis of AS91346 (3.3) • Handout • Unpacking of standard done last year • Immediate Q & A

34. Revisit the “must do’s” (1) • Analyse the evidence • Use historians skills: • Close reading • Comprehension • Extracting meaning

35. “must do’s” (2) • Understand historical concepts – this is the focus: • Perspectives - mutiple • Relationship of the past to the present • Reliability and usefulness – not linked and unreliable sources can be useful • Bias (personal, unconscious) or propaganda (public intent and deliberate attempt to promote a view & persuade agreement) • Continuity and change • Intent and motivation • Cause and effect • Specific and generalised - conclusions • Influences and significance • Contingency – counterfactuals, the “what-Ifs”

36. Exemplars • Four questions • Paragraph style answers • Analysing concepts: • Perspectives – positive and negative • Cause and effect - most significant (one) • Reliability • Usefulness • Must answer ALL questions

37. From the Schedule – 3.3 • Responses should be written in paragraph form and marked holistically according to depth of answer and depth of analytical insight not the range, or amount, of evidence. The expectations at Merit and Excellence level need to be realistic with the markers remaining aware that these are Year 13 candidates providing an understanding of an unfamiliar context. Therefore markers need to interpret these terms in the following manner: • Thorough – willing to point to a weight of evidence from a range of sources; presenting analysis based on close and careful reading of a source or sources; drawing attention to more than the immediately obvious. • Discernment – involves ‘reading between the lines’ to draw conclusions that go beyond the immediately obvious, demonstrating a high degree of engagement with the evidence.

38. Strategies for teaching 3.3 • Think Alouds from 2012 • Four Reads – Teaching History • Sources Unit in History Teacher Aotearoa • Adapted SeixasActivities: • I Left a Trace • Hook, Line and Linker • Decoding an image – Image Detective • Corroboration

39. Scottish Missionary confronted by Māori and Bay of Islands

40. Analysis of AS91348 (3.5) • Handout • Unpacking of standard done last year • Immediate Q & A

41. Revisit the “must do’s” • Define clearly the historical event in the introduction • Must state links between the cause and the event – establishing the causal relationship

42. Revisit the “must do’s” • Choose the event carefully, needs to be specific and contained • Causes leading to and consequences following need to be broad and significant • Concept of significance and criteria provided in the standard are of use for evaluating the consequences

43. Significance vs Significance to New Zealanders • Concept of Significance – teaching point • Counsell • Partington • Phillips • As opposed to ‘of significance to New Zealanders’ which is in the internal standards • See History Teacher, Aotearoa for unit on teaching significance • Ideas and strategies for teaching significance here

44. Posters

45. What are they looking for… • A clear definition of the significanthistorical event in the introduction • Establishment and evaluation ofhistorical causation with well-considered judgments. • Evaluate the causes and consequences • Outlining immediate and underlying causes and short and long term consequences • Prioritising the causes and consequences, justifying the relative significance – this was more important because… • Demonstrate understanding of complexity of causes and consequences

46. What does the Schedule tell us? • Achieved: • Explained two causes • Demonstrated understanding of short and long term relationship which links to the cause of event • Explained two consequences • Demonstrated understanding of short and long term consequences of the event

47. Exemplars • Merit • Evaluated at least two of the causes • Weighed up the importance of each and established the primacy of one over the other • Evaluated two consequences • Weighed up the importance of each and established the primacy of one over the other

48. Exemplars • Excellence • Evaluated at least two causes • Weighed up the importance of each and established the primacy of one over the other • Established a persuasive argument supported by evidence reflecting the complexity of the causal relationship • Evaluated at least two consequences • Weighed up the importance of each and established the primacy of one over the other • Established a persuasive argument supported by evidence reflecting the complexity of each consequence

49. Strategies for teaching Thinking About Cause and Consequence, Seixas and Morton • Jenga • What Broke Alphonse’s Back - handout • How I Got Here – Peter Seixas • Champlain and Change

50. Diamond Nine: Early Contact in NZ Hell Hole of the Pacific Traders Sealers and Whalers Influence of guns and grog disease Colonialism Imperialism HumanitarianMovement