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

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

3. 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

4. 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

5. 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.

6. 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.

7. 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.

8. 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

9. 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

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

11. 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

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

13. 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

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

15. 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

16. Primary Sources Connection with past Power to arouse interest Evidence
Written: anything written down (documents, diaries, letters, songs)
Nonwritten: artifacts (photos, paintings, coins, furniture, tools)

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 Children’s Simulated Historical Documents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

18. 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

19. 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

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

21. 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
Today in History