Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Learning to Think Like a Historian
Transcript of Learning to Think Like a Historian
-Who produced this document?
-What biases and predispositions may the author have?
-How does bias affect the content?
-What other voices may have been included in this document?
-When was the document produced?
-Where was the document produced?
-What was occurring in the time/place of production?
-How does context affect the document?
-What information is similar/different to other documents?
-How might the source explain contradictions?
-What has been left out or not said within the document?
Guiding the Procedure Through Questioning
-Critical analysis is developed through discussions guided by the teacher
-Teacher gives explicit instruction within the process of developing histiography
-Procedural instructions guide group discussion
-Written essays develop a coherent final product as a wrap up.
Developing Critical Analysis as a Group
-Students read silently and refer to a focal question about the main point of the text
-Whole group discussion is led by students with minimal teacher intervention
-A position is taken regarding the text and students cite evidence
-Both sides of the position will be evaluated and individual determination to be made using the evidence
-Text bias can easily be perceived by students
-Students tend to hold onto preconceived viewpoints regardless of bias
-Familiar content allows students to think more critically about the events being studied.
-Studies find that students are able to corroborate two texts effectively in gaining factual evidence
-Thinking critically about the authors perspective proved to be a challenge
-Students require additional instruction when using multiple texts, especially those with differing viewpoints
High School Students’ use of Disciplinary Knowledge in History
-History is dependent upon those who ascertain the facts.
-An interpretation of these facts developed by critical analysis of the documents produced by historians will create historical truth.
-Using written products is consistent with language arts goals
-The written product should reflect the critical analysis of the discussions
-Essays can be used to synthesis documents
-Short documents that involve synthesis will improve analytical abilities
-Readers construct meaning with a critical eye on the authors
-Teacher prompts author evaluative questions
-“That is what the author is saying, but what do you think the author means?”
-“Does this fit with what you already know?”
-“Does this make sense?”
-The author is human and not an omnipotent source of knowledge
Questioning the Author
-Graphic organizers help students of all ages compile information from multiple texts
-Prior knowledge is introduced
-Teachers to probe for focal points ; facts and questions also included
-Conclusions to be created that represent evaluation of the different textual perspectives.
Paradigms for Teaching Children to Analyze Historical exts
-Students working within groups tend to make light connections to the text and struggle with the critical analysis
-Group work often resulted time lost due to procedural discussion- who reads, who writes..etc..
-Students were not able to read and discuss the text critically any better than if they were working independently
-Students will be able to identify both sides of a historical event to reinforce interpretations
-They learn that there is no absolute truth and it is relative to the text
-Students acting as historians view textbooks as a creation of an authors perspective
-Multiple documents are examined critically for source, context, and corroboration
-Using historical texts can help create a lens to understand present events
-Teachers can use specific prompts after learning about a current events to help students think about historical context that helps create meaning
-Students learn to use historical evidence to support judgments about current events
Using History to Understand Current Events
Learning history is not process of filling a basket (students’ heads) with facts; it is learning historical information and creating an interpretation of the event.
The interpretation of events creates a narrative of a people
Three analytical abilities need to be used within the interpretation
1. Corroboration- comparison of documents
2. Sourcing- consideration of the text for bias
3. Contextualization- perspective affected by time and place of document creation
-History is teaching the narrative of an era
-Histiography teaches the process of history among a cluster of events
The process of learning history should involve multiple source documents to develop interpretations
This can turn students into historians
-Text are produced for a purpose by a person
-“Truth” is an approximation depending on who is telling the story
-Grasps concepts of history as a narrative as depicted in textbooks
-Text hold common view
-Text is the bearer of information
What is History
Steven A. Stahl & Cynthia Shanahan
Presentation Created by Chad Nielsen
Disciplinary Knowledge through Critical Analysis of Multiple Documents
Learning to Think Like a Historian