History WorkshopStandards, Scaffolding and Setting Tasks!

PART ONEREADING, REASONING & REINFORCEMENT

Year 11:Significance UnitSources UnitFamily HistoryInternal Assessment – Who Do You think You Are?

Coming up:Historical Fiction UnitInternal Assessment – Blog creationBlack Civil RightsThe Pacific War

My year so far…changes, changes

Year 12Significance UnitSources UnitInternal Assessment – ProtestMini-Unit Salem Witch Trials – Cause and EffectRace Relations– a comparison btwn NZ and SAHitler’s Impact on Germany

Year 13Significance UnitSources UnitsInternal Assessment – Personal InvestigationEarly Contact – Internal Assessment 3.4Eugenics

…total reassessment of what I am doing!

Questioned my understanding of History teaching and my teaching practice

Started with the big question…

Going back to the classroom…

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

BUT, if we ask our students…

Who are we as Historians? ArchaeologistsPaleontologistsExplorers

What we do as HistoriansSurf the netWatch History ChannelListen to lectures

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

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 Classroombears no resemblance to what professional

historians doradically different work to that of an historianup until 2011 we continued this tradition

What we know…

Students struggle when not supported using sources

Students struggle with contradictions

Students struggle with reading

…and what are the standards asking our students to do?

Read criticallyThink historicallyIdentify, collect and interpret sources of informationDifferentiate between fact and opinionConsider multiple perspectivesInterrogate historical dataUse evidence to support interpretations /

generalisationsWrite up their findings – in reports, essays, blogs etcDetermine and explain significance

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 writersso it follows that more work with sources leads

to better historical thinkers…

Historical Literacies – what is it?

Reading Jeffrey Nokes pp30 – 32

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:ReviewCritiqueQuestionConsider the sources - annotateSynthesize the message with other sources?

Four ways to encourage this Close reading

Metacognition

Vocabulary and Literacy

Before, During and After Reading Strategies

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

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 readQuestionSeek additional sourcesDiscussFocus on parts

Mini-Writes – Reading 2

One strategy to cover a variety of skills = mini-writesTesting metacognition:

What is the most important idea that was generated in today’s discussion?

Explain this concept in your own wordsHow 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

Metacognition (b)

Vocabulary and Literacy

Develop a rich vocabulary

Knowledge of word meanings

History related vocab/text that we need to define

How? Discussion

Before, During and After reading strategies (1)

BEFORE

Preview the text – activating background knowledge

Establish a purpose for reading – make prediction

Before, During and After reading strategies (2)

DURING

Vary reading speed

Monitor comprehension

Summarise

Make inferences

Seek clarification

Ask questions

Make and verify predictions

Before, During, After reading strategies (3)

AFTER

Summarise

Continue to ask questions

Discuss

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?

Main ideas so far…

Summary – to date

Explicit strategy instruction

Provide training, practice and support

Four stages:Direct instructionModelingGuided practiceIndependent practice

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Implicit strategy instruction

Assignment requiring students to engage – teacher explains it first

Creation of a study guide prior to analysing a cartoonBrief description of sourceList the imagesList symbols etc

Walking students through process of analysis

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

So what?These strategies and ideas all provide support in

developing students who can:ThinkReasonSourceCorroborateChallengeAnalyse Evaluate

Do all the things our standards are asking from 3.1 – 3.6

PART TWOStandards, Scaffolding and Setting Tasks!

Analysis of AS91346 (3.3)

Handout

Unpacking of standard done last year

Immediate Q & A

Revisit the “must do’s” (1)

Analyse the evidence

Use historians skills:Close readingComprehensionExtracting meaning

“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”

Four questions

Paragraph style answers

Analysing concepts:Perspectives – positive and negativeCause and effect - most significant (one)Reliability Usefulness

Must answer ALL questions

Exemplars

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.

From the Schedule – 3.3

Strategies for teaching 3.3

Think Alouds from 2012

Four Reads – Teaching History

Sources Unit in History Teacher Aotearoa

Adapted Seixas Activities:I Left a TraceHook, Line and LinkerDecoding an image – Image DetectiveCorroboration

Scottish Missionary confronted by Māori and Bay of Islands

Analysis of AS91348 (3.5)

Handout

Unpacking of standard done last year

Immediate Q & A

Revisit the “must do’s” Define clearly the historical event in the

introductionMust state links between the cause and the

event – establishing the causal relationship

Revisit the “must do’s”

Choose the event carefully, needs to be specific and containedCauses leading to and consequences following

need to be broad and significantConcept of significance and criteria provided in

the standard are of use for evaluating the consequences

Significance vs Significance to New ZealandersConcept of Significance – teaching point

CounsellPartingtonPhillips

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

Posters

What are they looking for…

A clear definition of the significant historical event in the introduction

Establishment and evaluation of historical 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

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

What does the Schedule tell us?

MeritEvaluated 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

Exemplars

ExcellenceEvaluated at least two causesWeighed up the importance of each and

established the primacy of one over the otherEstablished a persuasive argument supported by

evidence reflecting the complexity of the causal relationship

Evaluated at least two consequencesWeighed up the importance of each and

established the primacy of one over the otherEstablished a persuasive argument supported by

evidence reflecting the complexity of each consequence

Exemplars

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

Diamond Nine: Early Contact in NZ

Hell Hole of the Pacific

diseaseInfluence of guns and grog

HumanitarianMovement

ImperialismColonialism

Sealers and Whalers

Traders

Paragraph Writing

Skill that needs to be explicitly taught, various methodstopic sentenceexplain the events and actions using detailed

supporting evidenceclearly describe the causal relationship to the

main event

TIE, TEE, SEE etc etc

Concept of Causation covered at latest SouthTeach PLD Day

Handouts from this are on the stick

Ideas for department unpacking – Progress in Causation using the Externals

Ideas for teaching the concept – Causation – Inquiries and Activities

SouthTeach TOD

Analysis of AS91349 (3.6)

Handout – from NZHTA Members Area

Unpacked these last year

Immediate Q & A

What are they looking for…

A significant historical trend

A significant historical trend is understood to be a series of related events that has a range of causes and that illustrates significant social, political, cultural, environmental or economic changes and continuities over a period of time.

Force(s) influencing a trend

Presenting well considered judgements….

MUST DO’sDefine clearly the historical trend in the

introductionMust examine the force(s) that influenced the

eventForce = idea, concept, condition promoting social,

economic or political etc changePresent well considered judgments

demonstrating their understanding of the trend – change and continuity

Achieved:Identified and explained two forces that

influenced a trend

Forces need to be linked to the trend

Identified two of changes that resulted from the influence of these forces

Use supporting evidence

What does the Schedule tell us?

Merit:forces that promote change are identified and

explained

Used detailed evidence to explain ideas

Changes that result from the forces are measured as to their relative importance in establishing complex patterns of change and continuities

What does the Schedule tell us?

Excellence:Forces that promote change are identified and

evaluated

Use detailed supporting evidence

Changes that result from the forces are measured as to their relative importance in establishing complex patterns of change and continuities

What does the Schedule tell us?

Topics:Development of Pastoralism in New ZealandChange in Māori Society pre 1840Outbreak of the Cold WarColonisation

Exemplar

Explanatory Note 4

TREND OVER TIME

Migration, eg British migration to New Zealand in the 19th Century: what force(s) in Britain influenced this migration, what changes and continuities occurred as a result of this in Britain and for Māori and Pakeha in New Zealand?

The trend of rebellion against autocracy in Russia: what force(s) influenced the rebellion, what changes and continuities occurred as a result of the rebellion in Russia?

Racism, eg Anti-Chinese racism in New Zealand: what force(s) influenced racism, what changes and continuities occurred as a result of the racism in New Zealand?

Changing roles of women, eg in England 1870 to 1930: what force(s) influenced changes in women’s roles, what changes and continuities occurred as a result of this trend?

Example: EugenicsSocial Engineering, eg Eugenics in New Zealand in the

19th Century: what force(s) in influenced eugenics, what changes and continuities occurred as a result of this in for Māori and Pakeha in New Zealand?

Examine the forces influencing the trend – political, international, socialEugenics Movement from Great BritainSocial - concerns of maternal mortality and infant

mortality and malnutrition / role of church / healthPolitical - building society and populationEconomic – having a strong workforce – relate to child

healthSignificant change in NZ society at the time - impactsContinuity – survival of the fittest, Plunket Society today,

lack of nutrition, diabetes, TB etc

What about you?Trend: ___________________________

Describe it in the context of ________________________

Change:

Examine the forces influencing the trend – political, international, social ______________________________________ _____________________________________________________

Change: _________________________________________

Continuity: ________________________________________

StrategiesChristine Counsell – 20 strategies for beginning to

teach conceptCategorising activitiesTimelinesLanguage activitiesUse enquiry questionsCard sorting ActivitiesReading debates

What would you use?

Possible questions to consider using

What has changed?

What has stayed the same?

Which of the changes happened most quickly?

Which changes happened most slowly?

Is there an event that seems to change everything else after it? Is it a ‘turning point’?

Consider…What were the social/political/economic force(s) that

precipitated _______________________?

What were the consequences of this on ___________?

e.g. What were the social/political/economic force(s) that precipitated early contact? What were the consequences for the colonised and colonisers?

What are the changes over time? Does it differ from place to place?

Helpful sentence starters

One thing that has stayed the same…

This is a major theme because…

When all countries undertaking…are looked at…

One event that changed everything that followed…

This is a turning point because…

One major cause of change is…