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Historical Thinking and Landscapes

Historical Thinking and Landscapes. Drs. Kathleen Franz and Adrea Lawrence Teaching American History Grant, 15 July 2013. “Citywide Damage Map 4-10-1968.” Justindc , March 9, 2008. http:// www.flickr.com /photos/ justindc /2321770398/ .

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Historical Thinking and Landscapes

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  1. Historical Thinking and Landscapes Drs. Kathleen Franz and Adrea Lawrence Teaching American History Grant, 15 July 2013

  2. “Citywide Damage Map 4-10-1968.” Justindc, March 9, 2008. http://www.flickr.com/photos/justindc/2321770398/.

  3. Leffler, Warren K. D.C. Riot. April  ’68. Aftermath, 1968. http://www.loc.gov/pictures/item/2003688168/.

  4. “68DCr1.jpg (JPEG Image, 1024 × 1318 Pixels) - Scaled (33%).” RG 328, Washington Civil Disorder Survey Files, compiled 1968-1974 (ARC 2549871), MLR entry A1 14, Folder: Business All Negro and other XIV 7th St. NW. National Archives and Records Administration. Accessed July 14, 2013. http://blogs.archives.gov/TextMessage/files/2011/08/68DCr1.jpg.

  5. “for learners to develop deep understandings of first-order ideas, the study of second-order concepts, thinking capabilities, and domain-specific procedural knowledge appears to be required.” (VanSledright and Limón, p. 548)

  6. First-order Ideas/knowledge, or narrative and conceptual structures • Implicit or embedded nature of historical thought • “the concept’s or idea’s meaning has to be inferredby learners if it is not explicitly explained in the text or by a teacher. . . . [and] historical concepts change their meaning over time” (VanSledright & Limón, p. 548) • EG: revolution, democracy, capitalism, chronology

  7. Second-order ideas/knowledge, or the historian’s interpretive tools and metaconcepts • “metaconcepts can be thought of as axes around which students organize their first-order substantive knowledge about history.” (VanSledright & Limón, p. 550) • Closely related to epistemological beliefs • EG: evidence, progress, decline, alternate perspectives, significance, context, sources, knowledge limits, change over time, periodization

  8. Strategic knowledge, or procedures used in thinking historically • “understandings of specific procedural practices, reasoning orientations, and heuristics that historical investigators employ to make sense of the residua of the past.” (VanSledright & Limón, p. 557) • EG: sourcing, cognitive maps/models, contextual interpretation, argument construction, writing, questioning, connecting, inferring, considering alternative/multiple perspectives, knowing one’s knowledge limits

  9. Ouch • “In the United States the preoccupation is with familiarizing students with a progress-oriented, nation-building story.” (VanSledright & Limón, p. 554) • “[this] appears to place a significant role in the slower development of [students’] understandings of second-order concepts compared to students in England.” (VanSledright & Limón, p. 554)

  10. So… • “being able to recall a large number of first-order historical ideas alone does not necessarily mean that a learner can manage those ideas well, make defensible decisions about how to read and assess their significance, or use them to organize deeper understandings. Such ideas are necessary but insufficient; second-order ideas and procedural forms of knowledge appear to be additional cognitive requirements if deep historical understandings are to be obtained, ones that contribute to the capacity of learners to be active, participatory, and engaged citizens in the societies in which they live.” (VanSledright & Limón, p. 555)

  11. What does this mean for your practice?

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