history & social science sol institute high school session

HISTORY & SOCIAL SCIENCE SOL INSTITUTE

HIGH SCHOOL SESSION

October 9 & 10, 2012

Presenters: Eric Powell and Michael BrownSpotsylvania County Schools

OUTCOMES Participants will be able to

Gain a better understanding of Historical Thinking

Have an opportunity to discuss the value and use of historical thinking skills.

Model and practice lessons using historical thinking

Model and practice use of historical thinking assessments (HATs)

Collaboration time

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AGENDA Welcome and Introductions Overview to Historical Thinking in the

classroom and Spotsylvania grant project. Teaching with Primary Sources

Lesson Demos Assessing with Primary Sources

Multiple-Choice Historical Assessments of Thinking – HATs Performance Assessments

Collaboration with colleagues 3

SPOTSYLVANIA TAPS GRANT Teaching and Assessing with

Primary Sources Library of Congress TPS grant

http://www.loc.gov/teachers/tps/

Focus this semester is on lessons

Next semester is on assessment

Will incorporate into curriculum guides and benchmarks.

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“ A history class should not be arguing about the facts of history, the most important argument we should be having is how do we interpret the facts. The discussions should focus on questions about meaning not questions about facts.”- Sam Wineburg

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WHY USE SOURCES? Students do the work of historians. Documents engage students. Images can illustrate abstract

concepts. Students find multiple perspectives. Source analysis promotes higher order

thinking. Allows students to immerse themselves

in the study of history, geography, etc.

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USE OF EVIDENCE

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HISTORICAL PERSPECTIVE

SEQUENCE OF EVENTS

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VISUAL DISCOVERY – USING IMAGES Select images that are clear. Project large or give handouts. Scaffold questions or guided practice

Observations - What do you see? Reflect/Context – Symbolism, tone,

source,? Question – Missing info, additional sources?

Make connections

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http://sheg.stanford.edu/?q=node/45

Circle __________

Underline ________

Box-in ___________

Special strategy

INSERT PRIMARY SOURCE HERE

POST SPECIAL STRATEGY INSTRUCTIONS HEREThe Special Strategy requires the student to do something active with the passage.

Special Strategies can include:• Writing the main idea of the passage down in a complete sentence• Write a few things you know about the topic or main idea• Write a similar passage about a related subject• Compare the passage with another selection or concept• Draw a figurative representation of the passage’s main idea• Pose appropriate questions to find out more about the topic• Anticipate how another person or group would respond to the main

idea (predict)• Interview another student and summarize their opinion about the

passage• Describe what factors could explain the point of view expressed in the

passage

Circle the source

Underline key ideas

Box-in unfamiliar words

Special strategy

O People, lend me an attentive ear, for I don't know whether, after this year, I shall ever be amongst you again. Therefore listen to what I am saying to you carefully and take these words to those who are not present . . . . O People, listen to me in earnest, worship ALLAH, say your five daily prayers, fast during the month of Ramadan, and give your wealth in Zakat. Perform Hajj if you can afford to. You know that every Muslim is the brother of another Muslim. You are all equal. No one has superiority over another except by piety & good action.

--Final Sermon of Mohammad (PBUH), 632 CEWhat was the speaker’s main purpose for the

speech?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

“Literacy is the key word here, because the teaching of history should have reading and writing at its core.”

- Sam Wineburg & Daisy Martin

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With a partner, write a one-sentence summary concerning the changes in slave population between 1820 and 1860.

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Stand Up, Hand Up, Pair UpDiscuss the following with your partner:Based on the table below, what patterns

can be seen in voter turnout?

Author’s Name

Where? When?Illustration

&Main Idea

Point of View/Intended Audience

Source: King Ashoka, from the Kalinga Rock Pillar Edicts, India, 3rd century BCE

The people of the unconquered territories beyond the borders might think: "What is the king's intentions towards us?" My only intention is that they live without fear of me, that they may trust me and that I may give them happiness, not sorrow. Furthermore, they should understand that the king will forgive those who can be forgiven, and that he wishes to encourage them to practice [the Buddha’s Path] so that they may attain happiness in this world and the next. I am telling you this so…that you may know that my vow and my promise will not be broken.

ASSESSING WITH PRIMARY SOURCES Examine the packet of released items. 50% of test questions require social

studies skills. Students need to be familiar with these

styles of questions. Primary Sources Maps and Graphs Graphic Organizers

VDOE Released items, NY Regents, TAKS. 22

“However beautiful your strategy, you should occasionally look

at the results.”

Winston Churchill

RESEARCH A review of 20 studies showed

that innovations that included strengthening the practice of formative assessment produced significant and often substantial learning gains. . . And helps low achievers more than other students. -Paul Black & Dylan William

USING HATS IN THE CLASSROOM

25http://beyondthebubble.stanford.edu/

A FORMATIVE ASSESSMENT Decide whether it would be useful to

historians who want to understand the relationship between settlers and the Wampanoag in 1621.

• “This painting was drawn 311 years after the actual event happened. There is no evidence of historical accuracy, as we do not know if the artist did research before painting this…”

• “The painting is not a showing of how the Pilgrims and Indians reacted to each other in 1621. The Indians and the Pilgrims could have fought. J. L. G. Ferris has no proof this is true.”

“NEXT!” PUCK MAGAZINE 1904

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WHICH TWO OF THE FACTS BELOW MIGHT HELP EXPLAIN KEPPLER’S DEPICTION OF STANDARD OIL?

1.    In 1911, the Supreme Court ruled that Standard Oil had to be split into several smaller companies.2.    By the 1880s, Standard Oil had become the largest oil refiner in the country, controlling access to 90 percent of the refined oil in the US.3.    By the early 1890s, there were more than 4,000 millionaires in America, and most of them claimed to be self-made men.4.    Throughout the year 1904, investigative journalist Ida Tarbell published her famous series of articles on Standard Oil, mostly critiquing the company's ruthless practices.

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RUBRIC Proficient Student selects a correct fact and

tells how it might help explain why Keppler depicted Standard Oil the way he did in 1904.

Emergent Student selects a correct fact but provides an incomplete explanation of how the fact might help explain Keppler's cartoon.

Basic Student selects an incorrect fact or selects a correct fact but does not provide a reasonable explanation for how it might help explain Keppler's depiction

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PERFORMANCE ASSESSMENTS Presentations Museum Displays Movies/Documentaries Portfolio Skits/Songs

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WAR OF 1812: THE MOVIE

33http://www.collegehumor.com/video/6583679/the-war-of-1812-the-movie

“The ability to analyze and to think critically requires extensive factual knowledge. . . facts must be taught, ideally in the context of skills. . .”

- Daniel Willingham

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QUESTIONS?

Thank you.Eric Powell

epowell@spotsylvania.k12.va.us

Michael Brownmsbrown@hs.spotsylvania.k12.va.us

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