History Beyond the Book Empowering Student Historians

What is history? History is not stagnant, but constantly changes based on the bias of the person/people who write/speak/draws/films it.

K-W-L

K-W-L Throughout today’s presentation we will work on creating a K(Know)-W(What)-L(Learn) chart to keep track of what we are doing. Use the lens of “The Progressive Era” from United States History. Hint: Early 20th century.

“Ballad of the Landlord “ – Langston Hughes

Poem Langston Hughes – Ballad of the Landlord Based on this poem from 1940, what 2 words jumped out to you? Turn to a neighbor and tell them. How do those words impact the overall message of the poem? Based on your interpretation of the poem, what can you assume the author was intending to convey about the 1930’s?

“The” DBQ

DBQ How many of you know about a DBQ? Document Based Question Students can demonstrate: Understanding Evidence Connects to a strong thesis.

Accessing Primary Sources Primary sources allow for students to receive first hand accounts of historical perspective. Connects students to the actual work. Exposes students to new vocabulary, brings history to life. Often text books already read at 1-2 grades higher then their designed level. Text books interpret for students, primary sources require students to create their own meaning.

Reading like a historian

Progressive era! The progressive era marked a time in American History where the citizens both inside and outside of the government worked to improve the moral, social and ecoonmic conditions of American life. Typically characterized through Theodore Roosevelt, the muckrakers, and the early 20th century.

The set up... Using collaboration hours, we put together about 20 different samples of readings on the Progressive Era (US History, 2016).

Implementing Students will be self-directed learners. At the start of classes teachers put out the folders and sources, and let students pick for themselves. Teachers will keep a record of which sources students work on daily using attendance sheets from Powerschool.

Practice a source! In your packets, each of you have 2 sources on child labor, one issue tackled by progressives during the early 20th century. Read both of the articles using close reading: Underline important ideas/details. Circle unknown words (including people and places). Talk 2 Text: Bullet point main ideas for each paragraph. Just a simple summary: “Child labor .”

differences The 2 sources are very different, but what types of connections can we draw from them? When context is similar, students have to rely on the credibility of the source itself. This brings in contextualization on a deeper level. How do these sources help answer the question, “What was life like during the Progressive Era?”

Back to the poem Remember that poem from the beginning? Ballad of the Landlord? How could we connect the Progressive Era (1900-1917) to the feelings displayed in that poem? (Synthesize) What group may have been left out? How does knowing the background of the source change our perspective? Is there anyone/anything in history we could make connections with in regards to the Progressive Era?

K-W-L Part II What ideas could we put in the “Learned” portion of the poster? (Important for closure and documentation for students). Anything can go in, even items learned in the presentation!

Would you… Would you consider yourself a progressive? In what lens? In what capacity?

Introducing Students to Primary Sources

Learning Primary Sources through practice! I will be showing a clip from youtube of a car accident. Each student will have a piece of paper in front of them. Imagine; “You are driving in a car and you see the following scene.” Play video: https://www.youtube.com/watch?v=xp9YffaV42g

The Scene has happened! #1 The scene you just saw has happened and will never again be replicated. Without discussing with others, go ahead and write down everything you just witnessed. #2 Now take 1 minute and share with someone next to you what you just witnessed. If you make any adjustment to your story, change it below your original text.

Add These questions Below your story Add the following 2 questions below: What differences/changes did you make when you spoke with a partner? Do you think that adding in other people’s perspective would complicate this story or give it clarity? Why do you think that?

Quality of sources By collecting a classroom full of samples we know: The accident happened in real life, and will never change. The historical analysis can change. Detail Truth/Falsehood Length Bias

What do teachers need? To replicate this at other schools we ask stakeholders to think about the following: Readers at all schools. These are not just teacher materials, but a connection for students. Collaboration time. Professional development at the district level. (Natalie Wojinski? )

Readers Input Readers here. Currently (over the weekend) we do not have all our sources here. On the day of the presentation this slide will be full of pictures of our favorite readers. The handouts will also all be present (physically) as well as listed in the handouts.

Handout: DBQ Progressive Era Project Child Labor sources from ^ project. KWL Chart Poem PPT (copy of slides) List of our favorite readers.