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Historical Thinking
Linking History Students, History Teachers, and
Historians in the History Laboratory
Historical Thinking
Linking History Students, History Teachers, and
Historians in the History Laboratory6 – 7 May 2011
Frederick D. DrakeProfessor of History and History Education, Emeritus
Illinois State University
6 – 7 May 2011
Frederick D. DrakeProfessor of History and History Education, Emeritus
Illinois State University
ProblemsProblems
• How can we manage the thinking gaps in our history classrooms?
• How can we help our students think “inside” and “outside” an event?
• To what extent can we, as history teachers, use primary sources to promote coherence and close the thinking gaps?
•
• How can we manage the thinking gaps in our history classrooms?
• How can we help our students think “inside” and “outside” an event?
• To what extent can we, as history teachers, use primary sources to promote coherence and close the thinking gaps?
•
Fish is Fish (1970)
Story and Illustrations by
Leo Lionni
Fish is Fish (1970)
Story and Illustrations by
Leo Lionni
Assume the Frog is a Teacher and the Fish is a Student.
1. What are their respective qualities?
Assume the Frog is a Teacher and the Fish is a Student.
1. What are their respective qualities?
2. To what extent does the story Fish is Fish relate to teaching history?
2. To what extent does the story Fish is Fish relate to teaching history?
3. What advice would you give the Frog to become a better teacher?
3. What advice would you give the Frog to become a better teacher?
Fish is FishFish is Fish
A young fish is very curious about the world outside the water. His good friend the frog, on returning from the land, tells the fish about it excitedly:
Fish is FishFish is Fish
“I have been about the world—hopping here and there,” said the frog, “and I have seen extraordinary things.”“Like what?” asked the fish.“Birds,” said the frog mysteriously. “Birds!” And he told the fish about the birds, who had wings, and two legs, and many, many colors. As the frog talked, his friend saw the birds fly through his mind like large feathered fish.
Fish is FishFish is Fish
The frog continues with descriptions of cows, which the fish imagines as black-and-white spotted fish with horns and udders,
Fish is FishFish is Fish
and humans, which the fish imagines as fish walking upright and dressed in clothing.
Three QuestionsThree Questions
1. What are the respective qualities of the Frog (Teacher) and the Fish (Student)?
2. To what extent does the story Fish is Fish relate to teaching history?
3. What advice would you give the Frog to become a better teacher?
ProblemsProblems
• How can we manage the thinking gaps in our history classrooms?
• How can we help our students think “inside” and “outside” an event?
• To what extent can we, as history teachers, use primary sources to promote coherence and close the thinking gaps?
•
• How can we manage the thinking gaps in our history classrooms?
• How can we help our students think “inside” and “outside” an event?
• To what extent can we, as history teachers, use primary sources to promote coherence and close the thinking gaps?
•
ProblemsProblems
How can we manage the thinking gaps in our history classrooms?
What Are the Thinking Gaps?
How can we manage the thinking gaps in our history classrooms?
What Are the Thinking Gaps?
Four Distinctive Thinkers in the History Classroom
Four Distinctive Thinkers in the History Classroom
1. History Actors2. Historians3. History Students4. History Teachers
1. History Actors2. Historians3. History Students4. History Teachers
Four Distinctive Thinkers in the History Classroom
Four Distinctive Thinkers in the History Classroom
1. History Actors – think like people in the past2. Historians – distinct way of thinking3. History Students – distinctive thinkers who have theories of doing history and have their theories of evidence4. History Teachers – thinkers who construct a history class; construct like a historian writes a book selecting evidence to include and leave out
1. History Actors – think like people in the past2. Historians – distinct way of thinking3. History Students – distinctive thinkers who have theories of doing history and have their theories of evidence4. History Teachers – thinkers who construct a history class; construct like a historian writes a book selecting evidence to include and leave out
Hidden Gaps of History Education
Hidden Gaps of History Education
Teacher Students
----------------------------------------------------------------------------------Visible
Facts (Stuff) Facts (Stuff)
Hidden
Disciplines’ Concepts, Structure, & Theories(Gives Stuff Meaning)
Students’ Own Concepts, Structure, & Theories
Where is the gap in the real meaning of history?
Reading Documents: A Comparison
Reading Documents: A Comparison
Historians Students•Chronological •Read in order given
•Source (Attribute) • Read top to bottom
•Corroborate (Relate) •Trust one with most
authority (picture, teacher, textbook, family)
•Seldom corroborate (Relate)
•Dialogue with evidence
•Raise questions about the context
•Read for Facts and Trust a source
Suggestions to Narrow Historical Thinking GapsSuggestions to Narrow
Historical Thinking Gaps
1. Overcome “Control” and “Coverage” – enabled by “High-Stakes” Testing: Can’t have an investigative. Interpretive purpose, at heart of democratic citizenship.
2. Choices of:• Lecture (what is known has little to with what is done in
the classroom)• Simulations (for teachers who emphasize empathy)• Investigative, Interpretive (primary sources, multiple perspectives, disciplinary concepts)
Historians: Problem, Evidence, Account
1. Frame historical problems2. Analyze sources and “create” evidence to answer questions; employ a priori thinking; use imagination to plug holes3. Use informal writing (notes/memos)4. Write an account; produce a text in response to the initial problem; represent their understanding in narrative/argumentative forms using evidence5. Show their thinking (footnotes)6. Use language: hedging, correcting language, reject some evidence 7. Think and study events in the past “Inside” & “outside” the event; consequences
ProblemsProblems
• How can we help our students think “inside” and “outside” an event?
• How can we help our students think “inside” and “outside” an event?
History as Event/History as Account
History as Event/History as Account
Roy Halladay’s No-Hitter, May 2010
Roy Halladay’s No-Hitter, May 2010
R. G. Collingwood
Study the Processes of an Event/Action
“Inside” and “Outside”
R. G. Collingwood
Study the Processes of an Event/Action
“Inside” and “Outside”
Studying Events in the Past
Studying Events in the Past
Thinking “inside” the event. Study the THINKERS.
Content “outside” the event
What were the “consequences?”
Three ApproachesThree Approaches
1. Narrative 2. Thematic 3. Contemporary
1. Narrative 2. Thematic 3. Contemporary
NarrativeNarrative
Students build coherent accounts:
• Become apprentice historians • To think forward and backward• Learn chronological thinking and other types of historical thinking
Students build coherent accounts:
• Become apprentice historians • To think forward and backward• Learn chronological thinking and other types of historical thinking
ThematicThematicStudents and Teacher:
• Focus on Continuity and Change• Look at key turning points• Select and analyze key events, phenomena, or ideas thematically• Examine themes diachronically or synchronically• Recognize multiple narratives rather than a grand narrative
Students and Teacher:
• Focus on Continuity and Change• Look at key turning points• Select and analyze key events, phenomena, or ideas thematically• Examine themes diachronically or synchronically• Recognize multiple narratives rather than a grand narrative
ContemporaryContemporary
Teachers:
• Emphasize Continuity and Change• Explicitly relate present and past• Encourage students examine contemporary concepts• Are to be more conscious of various perspectives and student experiences
Teachers:
• Emphasize Continuity and Change• Explicitly relate present and past• Encourage students examine contemporary concepts• Are to be more conscious of various perspectives and student experiences
ProblemsProblems
• To what extent can we, as history teachers, use primary sources to promote coherence and close the thinking gaps?
• To what extent can we, as history teachers, use primary sources to promote coherence and close the thinking gaps?
Doing HistoryDoing History
“Doing history” does not mean projects. Doing history means using habits of mind to problematize the past and ask and answer historiographical questions. It occurs in the history classroom (laboratory) as history teachers induce their students to reconsider and recast the historical understandings that they bring to the class.
“Doing history” does not mean projects. Doing history means using habits of mind to problematize the past and ask and answer historiographical questions. It occurs in the history classroom (laboratory) as history teachers induce their students to reconsider and recast the historical understandings that they bring to the class.
Responsibilities of a History TeacherResponsibilities of a History Teacher
We know history teachers must:
Ask historical questions Articulate differences between substantive and disciplinary concepts Utilize historical habits of mind and model historical thinking
We know history teachers must:
Ask historical questions Articulate differences between substantive and disciplinary concepts Utilize historical habits of mind and model historical thinking
Introduce World of Primary Sources
Introduce World of Primary Sources
Print Documents Electronic Media Folklore, Folkways, and Mythology Arts (Fine Arts, Graphic Arts) Physical Environment and Material
Culture (Built Environment, Artifacts)
Print Documents Electronic Media Folklore, Folkways, and Mythology Arts (Fine Arts, Graphic Arts) Physical Environment and Material
Culture (Built Environment, Artifacts)
The Vocabulary of History
The Vocabulary of History
Primary source, secondary source, historiography Disciplinary concepts Time, change, empathy, cause, evidence, accounts Substantive concepts
Habits of Mind
Vital Themes and Narratives
Primary source, secondary source, historiography Disciplinary concepts Time, change, empathy, cause, evidence, accounts Substantive concepts
Habits of Mind
Vital Themes and Narratives
Traditional Ways to Use Primary Sources
Traditional Ways to Use Primary Sources
Single Source
Multiple Source
Single Source
Multiple Source
1st, 2nd, 3rd Order Approach
1st, 2nd, 3rd Order Approach
External Probing of Primary Sources Ask When?
Internal Probing of Primary Sources Ask Author’s Perspective Ask Meaning for Author Meaning for Reader Doing to the Reader Corroborate with other sources
External Probing of Primary Sources Ask When?
Internal Probing of Primary Sources Ask Author’s Perspective Ask Meaning for Author Meaning for Reader Doing to the Reader Corroborate with other sources
1st, 2nd, 3rd Order Approach
1st, 2nd, 3rd Order Approach
External Probing of Primary Sources
Internal Probing of Primary Sources Contemporary Reading of
Sources Meaning for Reader Today Doing to Reader Today
External Probing of Primary Sources
Internal Probing of Primary Sources Contemporary Reading of
Sources Meaning for Reader Today Doing to Reader Today
ThemesThemes
Starting Points:
• NCHE 6 Vital Themes and Narratives
• NAEP 4 History Themes
Starting Points:
• NCHE 6 Vital Themes and Narratives
• NAEP 4 History Themes
Problematizing the Past:Systematic Source Analysis
Problematizing the Past:Systematic Source Analysis
1st- Order Document: The most essential primary source for the teacher on a particular topic in history. 2nd-Order Sources: 3-5 primary or secondary sources that challenge or corroborate the central idea in the 1st-Order document. At least one source should challenge the 1st-Order document, and an image should be included. 3rd-Order Sources: Additional primary or secondary source the student finds to challenge or corroborate the 1st-Order document.
1st- Order Document: The most essential primary source for the teacher on a particular topic in history. 2nd-Order Sources: 3-5 primary or secondary sources that challenge or corroborate the central idea in the 1st-Order document. At least one source should challenge the 1st-Order document, and an image should be included. 3rd-Order Sources: Additional primary or secondary source the student finds to challenge or corroborate the 1st-Order document.
Establishing an Intellectual Direction
Establishing an Intellectual Direction
The open-ended question Recognizing the construction of a
narrative Inviting students into historical
conversations
The open-ended question Recognizing the construction of a
narrative Inviting students into historical
conversations
Creating an Open-Ended Question
Creating an Open-Ended Question
Invite deliberation and interpretation of the sources Design the question as “How. . . ?” or “Why. . . ?” or “To what extent. . . .?” The question emerges during the teacher’s planning stages Prepare follow-up questions prefaced with “How” or “Why” or To what extent. . . . ?”
Invite deliberation and interpretation of the sources Design the question as “How. . . ?” or “Why. . . ?” or “To what extent. . . .?” The question emerges during the teacher’s planning stages Prepare follow-up questions prefaced with “How” or “Why” or To what extent. . . . ?”
1st-, 2nd- 3rd-Order 1st-, 2nd- 3rd-Order Method is designed to: Enable teachers to model the crafting of a thesis Look at key turning points, change and stability Enlarge students’ capacity to make history meaningful Engage students in the implementation of historians’ habits of mind Compel students to questions sources (source and corroboration heurisistics) Require students to shape and reshape historical narratives linked to primary sources Promote deliberative discussion among students.
Method is designed to: Enable teachers to model the crafting of a thesis Look at key turning points, change and stability Enlarge students’ capacity to make history meaningful Engage students in the implementation of historians’ habits of mind Compel students to questions sources (source and corroboration heurisistics) Require students to shape and reshape historical narratives linked to primary sources Promote deliberative discussion among students.
ProblemsProblems
• How can we manage the thinking gaps in our history classrooms?
• How can we help our students think “inside” and “outside” an event?
• To what extent can we, as history teachers, use primary sources to promote coherence and close the thinking gaps?
•
• How can we manage the thinking gaps in our history classrooms?
• How can we help our students think “inside” and “outside” an event?
• To what extent can we, as history teachers, use primary sources to promote coherence and close the thinking gaps?
•
Examples of 1st, 2nd, 3rd Order
See Session 4, Appendix B
Examples of 1st, 2nd, 3rd Order
See Session 4, Appendix B
Using 1st, 2nd, 3rd Order for Assessment
Challenge/CorroborateRubric for Essays
Rubric for Document Evaluation
Using 1st, 2nd, 3rd Order for Assessment
Challenge/CorroborateRubric for Essays
Rubric for Document Evaluation
Teaching history and historical thinking is like/unlike a(n). . . . because. . . .
Teaching history and historical thinking is like/unlike a(n). . . . because. . . .