thinking like historian full slideshow
TRANSCRIPT
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Thinking Like A Historian
at D.C.Everest
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WOW!
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Examine testing at various levels:
8th grade WKCE
10th grade WKCE
AP Tests DBQ’s
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[Teachers] creating a foundation that can connect and develop students’ curiosity about and understanding of history through the use of a common language.
Thinking Like a Historian
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What Is History?
• History is a discipline: a way of thinking that encourages students to analyze historical evidence, evaluate it, and then demonstrate their understanding of that evidence.
• The “best” history courses engage students in the study of historical artifacts and documents – which are often contradictory and muddled – from which they draw their own interpretations or conclusions.
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• Middle School, Junior High , and even H.S. students accept sources as “gospel” as the truth.
• Students need the power of discernment more than ever!
“In a rapidly changing world in which historical ignorance seems to be the rule rather than the exception, there is no more important discipline for our students to practice , than history.”
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Questions
• All history starts with questions?????
• Take on the persona of a detective to examine the evidence.
• The evidence comes in two forms: primary and secondary sources.
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How do Historians Use Historical Sources?
• There is a fundamental difference between looking for answers in the sources and constructing answers from the sources.
• Constructing answers is the final stage of “Doing History”
• Building an interpretation based on evidence is the defining characteristic of history.
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Drawing Conclusions; Making Interpretations
• Historical conclusions must be supportable by the historical record AND take into consideration sometimes conflicting perspectives and experiences in that record.
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Historical Categories of Inquiry
• These are patterns that help us organize both the questions we ask of the past and the answers we construct.
• These categories of inquiry and analysis provide the patterns that help us make sense of the past.
• It also gives us a common language.
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Evaluating Sources
• Not all historical sources are equal• Consider ways to assess the validity of the
sources• Use AAPARTS ( to be explained later by JEFF)• Multiple sources are needed in order to fully
understand the complexity and importance of any historical event , era, person or group.
• DBQ’s provide multiple sources for students to use to draw conclusions and make interpretations.
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Thinking Like A Historian: Rethinking History Instructionwas written by Bobbie Malone and Nikki Mandell.
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Cause-Effect Graphic Organizers
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