Donnie isaacs - Historical Thinking Teacher The History Teacher is a quarterly academic journal concerned with the teaching of history in schools, colleges, and universities.

1. Understanding
American Citizenship
BY
DONNIE ISAACS
Donnie Isaacs

2. History as a Discipline
What is history?
 History is a representation of the
past based upon interpretations
of evidence (primary and
secondary sources) available.
Therefore, history is constructed
knowledge.
Donnie Isaacs

3. Why do history?
History is not static. Historical representations
change over time.
 New evidence comes to light
 Changes in technology
 Present concerns inform the ways historians think
about the past
 As theories change, historians review existing
evidence.
 Pose new questions.
Donnie Isaacs

4. How do students typically view history?
 Students see history as the construction and memorization of a “factoid
narrative.”
 Many see history as a finished story. It is names, dates, and places.
 See history as linear (one thing after another) and progressive (things
are getting better)
 Students struggle with explaining change over time and recognizing
significance. Students also magnify the role of individuals.
 Students often personify history--For example, China becomes a
person.
 Fail to see the relevance of history
Donnie Isaacs

5. Jigsaw
 Number off 1-5
 1-How is Derek’s analysis an expression of historical empathy (page
8)? Why is empathy important for history?
 2-What do contemporary historians believe we can know about the
past (pages 10-11)?
 3-What are the challenges of learning history from textbooks (pages
12-13)?
 4-How does Ulrich’s A Midwife’s Tale contrast to textbook history
(pages 13-15)?
 5-How has historical writing changed in the last decades (page 15)?
 All like numbers gather together and discuss your question
 Form groups with numbers 1-5 and share out each of your answers
with the group
Donnie Isaacs

6. Historical Thinking
Historians in the Field
 Ask research questions based
upon new and existing
information
 Use primary and secondary
sources to construct
knowledge
Students in the Classroom
 Students form and/or answer
research questions of the
lesson’s content
 Students use primary and
secondary sources to make
reasoned interpretations and
construct knowledge
Teachers
Donnie Isaacs

7. Why use historical thinking in teaching?
 Inquiry based approach
 Builds on prior knowledge
 Motivates student learning
 In-depth understanding
 Prioritizes essential questions
 Students analyze evidence to construct new
meanings
 Develops critical thinking skills and academic
literacy
Donnie Isaacs

8. Common Core Standards: Literacy in
History-Social Studies
Key Ideas and details
1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3.Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or
stanza) relate to each other and the whole.
6.Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7.Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors
take.
Range of Reading Level and Text Complexity
10.Read and comprehend complex literary and informational texts independently and proficiently.
Donnie Isaacs

9. Primary or Secondary Source
ADAPTED FROM HISTORY PROJECT AT UC DAVIS
Donnie Isaacs

10. According to the Library of Congress, primary sources
are the raw materials of history — documents and
objects which were created at the time under study. They
are different from secondary sources - accounts or
interpretations of events created by someone without
firsthand experience.
DefinitionDonnie Isaacs

11. Some Additional Thoughts
 Primary sources are materials produced by
people or groups directly involved in the event
or topic under consideration. Think of them as
first-hand information.
Examples of primary sources include
eyewitness accounts, speeches, letters and
diaries, newspapers and magazines, tax and
census data, marriage, birth and death records,
works of art, and interviews.
Donnie Isaacs

12. Secondary sources
 Secondary sources construct an explanation of the past based on
primary sources and usually in consultation with other secondary
sources.
The best secondary sources will both report on events in the past as
well as generalize, analyze, interpret and/or evaluate.
Donnie Isaacs

13. Complexity
 Sources may be both primary and secondary—depending
on your topic or question.
Donnie Isaacs

14. WHATTOOLSAREAVAILABLETO HELP STUDENTSBREAKDOWNA PRIMARYSOURCE?
THE 6 C’S!!
“Give us the tools,
and we will finish the
job.”
Donnie Isaacs

15. What are we looking for the students to accomplish?
An accurate summary of the
source provided (who, what,
where…)
It is clear as to who created
this source, when it was
written, and what type of
source it is.
Accurate /thoughtful connections
made between source and what
was happening at that time and
place in history.
Interesting and thoughtful
connections made between the
source and what the students
already know, or what they can
relate it to.
Bias and point of view are
clearly identified. Students
support their claims with
specific examples from source.
Student provides a
thoughtful conclusion
that closely connects
to source
DonnieIsaacs

16. How can the 6C’s be practiced in the classroom?
 Students might begin with 4 C’s
 Students work in cooperative groups (3-4
members), with each group responsible for
using one of the 6C’s to analyze the source.
Each group then shares with the class their
analysis of the source, and the other students fill
in the sections of the 6 C’s as they are discussed
by each group.
 Students work in cooperative groups (3
members). Each student within the group is
responsible for completing two sections of the 6
C’s. They then share their responses with the
other group members. Groups are then
selected to share their responses with the class.
Donnie Isaacs

17. Making Primary Source Analysis
Relevant for Students
 Why is primary source analysis an important skill to teach
in the history classroom?
 How will you explain the relevance of this skill to
students?
Discuss in small groups
Donnie Isaacs

18. For January Meeting
 Finish reading Chapter 1 on Wineburg
 In January, teachers will implement:
 primary vs. secondary source activity
 and 4 C’s or 6 C’s of Primary Source Analysis with one
primary source.
Donnie Isaacs

19. Donnie Isaacs
Thank You