Chapter 3 Young Historians: Coming Face to Face with the Past (or Mystory, Yourstory, Herstory, History)

What does history look like? Lesson on family history/family tree What is YOUR personal history item?

What is history? History is a narrative of the past Historical Method (like Scientific Method) Locate pertinent information Examine sources for accuracy Organize information into narrative

Sources of History Primary Sources: written and nonwritten clues produced at the time of the event Secondary Sources: evidence from someone at another time who did not witness the event

Why is history important Why is history important? Five Reasons (from Social Studies in Elementary Education by Walter C. Parker Judgment. Historical knowledge helps people develop better judgment, especially the judgment for “political Intelligence.” Empathy and self-knowledge. History builds children’s knowledge of the world’s peoples and the inclination to understand their struggles and appreciate their humanity.

Imagination. History enlarges and excites children’s imagination Imagination. History enlarges and excites children’s imagination. It gives them experiences they have not had. Agency. Agency (the power to take action); to do something about personal and public problems. History shows us that people are shaped by their circumstances beyond their control. Yet, history teaches us also that people make a difference.

The long view. There have been about 10,000 years of human civilization. Humanity now shares a web of stories reaching all the way back to the first farming villages and stretching all the way to the space age and the global market place.

WHAT should students know or be able to do? (Content of history) National Standards for History Four Topics North Carolina Standard Course of Study Grade Level Curricula

How should history be taught? Historical Narratives: Chronicles of real events that tell a story, have the power to evoke emotion Historical Fiction Biographies Folk Literature Children must also have opportunity to write their own narratives

Historical fiction Historical Fiction: Realistic story set in the past Gives children opportunity to vicariously experience history Selection Guidelines

Biographies Biographies: Tell the stories of the lives of real people Biographies of exemplary heroes provide superb models of citizenship Best biographies characterize main character as true to life Should recognize individuals as real human beings with both strengths and weaknesses Guidelines for selection

Folk Literature Fables, myths, legends, and folktales Stories handed down by storytellers for generations Reflect a culture’s beliefs, values, lifestyles, and histories

Textbooks Provide broad overview of topic Provide extensive treatment of subject matter from one grade to another Include comprehensive teachers’ manual Valuable for beginning teachers Can be effective when topic connected to children’s lives and is enhanced by resources and activities

Writing historical narratives Social Studies provides context to write frequently and purposefully Children develop interest in using styles of favorite authors

Storypath Children work in small groups to create a setting for the topic Children create a mural to illustrate a setting Children create characters Children learn about the chronology of the topic

Primary Sources Connection with past Power to arouse interest Evidence Written: anything written down (documents, diaries, letters, songs) www.dohistory.org/interests/i_teaching.html Nonwritten: artifacts (photos, paintings, coins, furniture, tools)

Children’s Simulated Historical Documents Simulated period newspapers Diaries Letters (also Oral Histories and Interviews)

Using nonwritten sources: Artifacts Artifacts- objects such as photos, coins, dishes, clothing, tools, etc. They help historians reconstruct the past Artifacts may be assembled in a collection such as a Historical Treasure Chest

Historical Inquiry Children should engage history the way historians do Meaningful historical inquiry comes from personal questions Children investigate historical problems, often expressed in the form of questions

Museums The world outside the classroom Living history or reenactments Find museums in your community

Chronology Students demonstrate that they understand chronological organization of history when they can organize events and people into major periods of time and explain relationships between those people and events Methods: Event chains Time lines www.history.com Today in History