1. History in the Social Studies Curriculum

2. Life is lived forward, but it is understood backward Soren Kierkegaard

3. Without an understanding of the past, citizens cannot make decisions regarding, political, moral or social issues wisely. The past does not remain behind us as we create the present...it travels along as a guide to direct our behavior, decisions, and lives.

4. Why is History Important? Children’s interest Self-recognition through understanding past (sharing a common memory) Answers: Who am I? (NCSS, 1988) Civic responsibility as adults (NCSS, 1994; NCSS, 1998)

5. We study history to……. Make sense of the past. (Historical Understandings) See through the eyes of those who were there. (Perspective) Study historians interpretations (Historical Thinking)

6. History: A time oriented study that introduces children to: Experience immediate past, stories, objects continuity of human life (Dewey, 1966) actual experiences, listening to stories sequence of daily routines TimeChange PastConnect

7. Goals for Children Using inquiry process to ask questions, observe, analyze, examine, and reach conclusions Gaining concepts to the study of history Differentiating time Appreciating history through stories Understanding lives of people from the past

8. We teach it by: Exploring family history (NCHS, 1994) Celebrating holidays (Seefeldt, 1993; Vygotsky, 1986) Sensitivity to culture and children involvement Intergenerational contacts: - presence of three generations, (Mead, 1970) - positive concepts of aging Exploring cultural universals: food, clothing, shelter, transportation

9. Strategy and Process Holiday Curriculum Theme Trade Books Biographies Historical Fiction

10. Holiday Curriculum Common for schools to be decorated for holidays

11. Theme The question of the year….gives unity to the years work..let’s the teacher know where they are headed. For example: How does what we learn about famous people effect our future?

12. Trade Books Biographies –Lives of real people Historical Fiction –Gives insight into the way of life in our culture

13. Making Young Historians Hands on experience dealing with historical problems, gathering data, then reflecting on it. –Working with primary sources documents, oral histories, letters, diaries, artifacts, photos, maps, art and architecture Teach a concept of time –Calendars and Timelines http://www.teach- nology.com/web_tools/materials/timelines/http://www.teach- nology.com/web_tools/materials/timelines/

14. Develop Inquiry Skills by: Generating questions, identifying problems Gathering information/hands-on experiences that are relevant to the child Observing data (use senses) Analyzing information (historical reasoning) Drawing conclusions Summarizing and extending (class history book, personal history, invited guest, timeline) (VanSledright, 2002)

15. Resources http://www.suelebeau.com/webquests.htm http://www.teach- nology.com/web_tools/materials/timelines/http://www.teach- nology.com/web_tools/materials/timelines/ http://www.freetech4teachers.com/2009/05/fr om-washington-to-obama-in-4-minutes.htmlhttp://www.freetech4teachers.com/2009/05/fr om-washington-to-obama-in-4-minutes.html http://tinyurl.com/36zchgd