READI for History: Yes, they can! National Symposium on Reading for Understanding Alexandria, VA May 18, 2016 Gayle Cribb, History Research Team Member Strategic Literacy Initiative, WestEd Jodi Hoard, History Teacher Chicago Public Schools Reading, Evidence, and Argumentation in Disciplinary Instruction

Funded by the Reading for Understanding Initiative of the Institute for Education Sciences, U.S. Department of Education, through Grant R305F to University of Illinois at Chicago. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. Reading, Evidence, and Argumentation in Disciplinary Instruction

READI’s Definition of Reading for Understanding: “ the capacity to engage in evidence-based argumentation drawing on multiple texts”

History Texts

And …

And… the texts historians write…

And… textbooks and other tertiary sources

Reading in History Requires Historical Thinking For each source: Perspective Bias Occasion Audience Purpose Tone Reliability Historical context

Reading in History Requires Historical Thinking For each source: Perspective Bias Occasion Audience Purpose Tone Reliability Historical context

Text 2 Text 1 Reading in History Requires Historical Thinking Find Relationships across Sources: Corroboration Alignment Discrepancy Cause and effect Contingency Chronology Continuity Change over time Create Claims Develop and Explain Reasoning Construct Historical Argument Description Explanation Narrative +

Common Core State Standards College, Career & Civic Life Social Studies State Standards. Specifics or visuals of the two? Or, a comparison chart like you did in science with the NGSS and CCSS

“I have gotten better and better at delivering the content without my students having to read.”

READI Approach Reading history Supports for students ―to read history ―to think historically The discipline of history – ways of thinking – practices History content knowledge

READI Professional Development Reading history Pedagogies that support students ―to read history ―to think historically Inquiries into: The discipline of history – ways of thinking – practices History content knowledge

Student Learning Goals for History Inquiry 1. Engage in close reading of historical resources to construct domain knowledge, including primary, secondary and tertiary sources. Close reading encompasses metacomprehension and self-regulation of the process. 2. Synthesize within and across historical resources using comparison, contrast, corroboration, contextualization, and sourcing processes. 3. Construct claim-evidence relations, using textual evidence and explaining the relationship among the pieces of evidence and between the evidence and claims. 4. Use interpretive frameworks developed by historians, such as societal structures, systems and patterns across time and place, to analyze historical evidence and argument, and to address historical questions 5. Evaluate historical interpretations for coherence, completeness, the quality of evidence and reasoning, and the historian’s perspective 6. Demonstrate understanding of epistemology of history as inquiry into the past, seeing history as competing interpretations that are contested, incomplete approximations of the past, open to new evidence and new interpretations.

7 th Grade World History :10 th Grade World History: Medieval and Early Modern TimesThe Modern World FeudalismIran Teacher Designed Modules

My Role in Project READI History Design Team Classroom Implementation Teacher Network

K-8 Elementary School Chicago Public Schools number of students: 975 Low Income93% Diverse Learners11% English Learners27%

Overview of a Year in 6 th Grade Moving students from thinking about history as facts... To getting students to inquire into the past... In order to build strong historical arguments.

Supporting Students’ Inquiry Why did people settle in Ancient Egypt and why did life flourish there?

Using Multiple Sources What was life like for ordinary people in Ancient Egypt?

Supporting Argumentation

Supporting Thinking “Hymn to the Nile” (c 2100 BCE) Source: From Oliver J. Thatcher, ed. The Library of Original Sources (Milwaukee University Research Extension Co., 1907) Vol I: The Ancient World, pp

Scaffolding Student Understanding

“There’s no going back.”

Bringing disciplinary literacy to scale

Text 2 Text 1 Disciplinary Argumentation Find Relationships across Sources: Corroboration Alignment Discrepancy Cause and effect Contingency Chronology Continuity Change over time Create Claims Develop and Explain Reasoning Construct Historical Argument Description Explanation Narrative +

What It Looks Like

Sustained, Ongoing, Multi-year Professional Development Reading history Pedagogies that support students ―to read history ―to think historically Inquiries into: The discipline of history – ways of thinking – practices History content knowledge

Time to Locate Texts and Design Curriculum