History teachers will often hear "Why do we need to know about stuff that happened so long ago." Instead of some canned response like "It is on the CRCT, or so that history doesn't repeat itself," teachers could focus on world events. Some students are baffled by world news. The places are far away and foreign and they may not know much about the events or the key players. Without any background knowledge, it can be difficult to understand what is happening. Everything that is happening on the news is happening because of something that is in history and it can be an excellent hook or wrap-up explanation of why the subject is important. There is also the old cliche that "History happens every minute."
Have students read or listen to a current event or news story from the area of the world that you are currently studying. Then have them write a few sentences about how history has impacted that area. Because the news is written for the masses there are ample opportunities for students to find a story that not only interests them, but may challenge them as well. ELL students could also have the opportunity to use a news source in their native language. This strategy could help bring their culture into the classroom and make the news more real for students.
http://www.bbc.co.uk/news/world-africa-20819462
Above is a link to a BBC news story about Somali refugees being repatriated. It could complement a lesson on British neo-colonialism (SSWH15) or modern history (SSWH20).
Monday, November 11, 2013
Story Impressions
In a story impressions are used in English/Literature classes to help guide students into a story or novel and are used to arouse curiosity. Students are handed a handful of words and then must string them together and create a summary of a story. Because history is a study of the longest, most exciting, and most intricate story EVER, this is a helpful and interesting writing strategy. Students can be handed few words about an upcoming lesson or unit. They must then write a summary of what they think the lesson or unit will be about. At the end of the lesson, students can change their original summaries to what the "real" story of history is all about.
Story impressions can be used as a vocabulary building exercise as well. If students are given words they may not know, a little research or explanation can help. Because they have then been exposed to the word, when they read or encounter it later in their studies, it will be more familiar and stand out, and the student will be more likely to remember. This strategy is adaptable to various learners needs-for example, pictures accompanying the words can be given for ELL students. More or less words can be given to help guide or challenge students.
Example: Mongolia, nomads, terror, empire, trade. (SSWH4)
There was once a group of nomads, people who did not live in permanent settlements, in Mongolia. They decided that they were going to move into a larger area, so they did. They used terror tactics to scare many people into giving up their land. Eventually, these nomads had a empire. There empire was not all bad because it allowed for open trade over a really large area.
Story impressions can be used as a vocabulary building exercise as well. If students are given words they may not know, a little research or explanation can help. Because they have then been exposed to the word, when they read or encounter it later in their studies, it will be more familiar and stand out, and the student will be more likely to remember. This strategy is adaptable to various learners needs-for example, pictures accompanying the words can be given for ELL students. More or less words can be given to help guide or challenge students.
Example: Mongolia, nomads, terror, empire, trade. (SSWH4)
There was once a group of nomads, people who did not live in permanent settlements, in Mongolia. They decided that they were going to move into a larger area, so they did. They used terror tactics to scare many people into giving up their land. Eventually, these nomads had a empire. There empire was not all bad because it allowed for open trade over a really large area.
Political Cartoons
They say a picture is worth a thousand words, so make students write a thousand words about a picture, or at least a few paragraphs or sentences at the very least.
Political cartoons are an excellent source of discussion and writing in a History classroom. They allow for an extra visual element that benefits some students, especially ELLs, but can be highly interpreted by the gifted students. The interpretation and symbolism of a political cartoon requires students to use higher level thinking skills. Below are two political cartoons-one for Columbus and the other for the British Empire in the 19th and early 20th centuries. What were the unintended consequences of Columbus's voyages? What does it mean that "the sun never sets on the British Empire." Or students could compare and contrast colonialism with neo-colonialism. (SSWH10 and SSWH15)
Political cartoons are an excellent source of discussion and writing in a History classroom. They allow for an extra visual element that benefits some students, especially ELLs, but can be highly interpreted by the gifted students. The interpretation and symbolism of a political cartoon requires students to use higher level thinking skills. Below are two political cartoons-one for Columbus and the other for the British Empire in the 19th and early 20th centuries. What were the unintended consequences of Columbus's voyages? What does it mean that "the sun never sets on the British Empire." Or students could compare and contrast colonialism with neo-colonialism. (SSWH10 and SSWH15)
Book Reviews
Many students tire quite easily reading textbooks and who can blame them? When was the last time you read a text book for fun? Not because you were planning an assignment, but because you were legitimately interested in reading a textbook.
Thankfully, there are the options of trade books to make learning more fun for students. Trade books include fiction and non-fiction options. In the History classroom, there are a near endless supply of biographies and autobiographies to choose from (not to mention an opportunity to discuss the differences and biases). If those are still sounding dull to students and a little too textbookish, there are also historical fiction or simply books written in the era that can provide insight into the time period.
It is one thing to assign a book, but how do you get students to actually read it, demonstrate that they have read it, and then think about and analyze what they have read and how it is applicable to your History class. One way is for students to write a book review-the old fashioned book report done up fancy.
The first part of a review can include a short summary. What the book was about in one or two paragraphs. For a historical fiction novel, students could describe ways that it was believable or not believable-checking for historical fiction accuracy. If the students chose a memoir, their reviews could include possible biases or alternative views to historical events. Students can then describe it they liked the book or not and why. This can provide insight into student interests and opinions. If several students really did not like a book, then you can leave it off of the list the following year. Ultimately, students learn best when they are engaged, and any way to get the engaged in reading will help the out in the long run.
One of the beauties of trade books is that they vary in complexity and style. There are advanced books, written for an adult audience that can challenge the accelerated students, picture books to help the English Language Learners, and everything else in the middle. There is also a trade book for every topic and standard in the World History curriculum.
Thankfully, there are the options of trade books to make learning more fun for students. Trade books include fiction and non-fiction options. In the History classroom, there are a near endless supply of biographies and autobiographies to choose from (not to mention an opportunity to discuss the differences and biases). If those are still sounding dull to students and a little too textbookish, there are also historical fiction or simply books written in the era that can provide insight into the time period.
It is one thing to assign a book, but how do you get students to actually read it, demonstrate that they have read it, and then think about and analyze what they have read and how it is applicable to your History class. One way is for students to write a book review-the old fashioned book report done up fancy.
The first part of a review can include a short summary. What the book was about in one or two paragraphs. For a historical fiction novel, students could describe ways that it was believable or not believable-checking for historical fiction accuracy. If the students chose a memoir, their reviews could include possible biases or alternative views to historical events. Students can then describe it they liked the book or not and why. This can provide insight into student interests and opinions. If several students really did not like a book, then you can leave it off of the list the following year. Ultimately, students learn best when they are engaged, and any way to get the engaged in reading will help the out in the long run.
One of the beauties of trade books is that they vary in complexity and style. There are advanced books, written for an adult audience that can challenge the accelerated students, picture books to help the English Language Learners, and everything else in the middle. There is also a trade book for every topic and standard in the World History curriculum.
Journals
Strategies for Literacy in the History
Journals
Journals are an excellent way for students to practice literacy. Any method of getting students to write is going to help the in the long run. The use of a journal can be quick and informal but requires student to use higher level thinking because they are creating information, not just repeating facts using rote memorization. There are many different topics and ways of creating a journal for a history classroom. For this post, I have selected a historical character entry.
For a historical character journal entry, students can imagine that they are either a historical figure themselves, an advisor or somebody close to a figure, or simply a student living in the time and place. The important aspect is that the student is writing from a different point of view. They are having to take into consideration things that have happened, why a person made a decision, and what the consequences for that decision were.
As previously stated, students can take on the persona of nearly anybody...they can be a warrior in Sparta, an early follower of Muhammad, or a soldier in the trenches of World War I. Prompts and characterization questions can elicit a wide variety of characters-differing ages, genders, religions, education, vocation, and other cultural dynamics. Willing students may share their characters and their journal entries with the class or in small groups. Because their personas can be anybody, their entries can vary in complexity depending on the students needs and abilities. Always push for improvement, no matter what level the student is.
Richard T. Vacca, Maryann E. Mraz, Jo Anne L. Vacc (2013-04-09). Content Area Reading: Literacy and Learning Across the Curriculum, 11/e (Page 293). Pearson. Kindle Edition.
For a historical character journal entry, students can imagine that they are either a historical figure themselves, an advisor or somebody close to a figure, or simply a student living in the time and place. The important aspect is that the student is writing from a different point of view. They are having to take into consideration things that have happened, why a person made a decision, and what the consequences for that decision were.
As previously stated, students can take on the persona of nearly anybody...they can be a warrior in Sparta, an early follower of Muhammad, or a soldier in the trenches of World War I. Prompts and characterization questions can elicit a wide variety of characters-differing ages, genders, religions, education, vocation, and other cultural dynamics. Willing students may share their characters and their journal entries with the class or in small groups. Because their personas can be anybody, their entries can vary in complexity depending on the students needs and abilities. Always push for improvement, no matter what level the student is.
Richard T. Vacca, Maryann E. Mraz, Jo Anne L. Vacc (2013-04-09). Content Area Reading: Literacy and Learning Across the Curriculum, 11/e (Page 293). Pearson. Kindle Edition.
DBQs
DBQ-Document Based Questions
Document Based Questions are collections of primary source documents that designed to answer an over-arching question. They are an excellent literacy tool that is gaining popularity in the Social Studies classroom. They were first used in the AP and IB programs but have since been adapted for general education populations. Instead of reading a textbook, students are reading first hand accounts and evidence from a time period and interpreting the documents. Students must take into consideration not only the information present in the document but the biases of the writer. The documents vary in their complexity, presenting a challenge to many students, but one that they can accomplish.
Students are then instructed to write an essay answering the over-arching question of the DBQ, using the documents as evidence. DBQs offer an opportunity for developing and fine tuning critical thinking skills. In their interpretations of the documents, students become historians.
The DBQ Project offeres a selection of DBQs and Mini-Qs for US and World History. The materials are alined with the Common Core Standards and offer a wide range of grade levels. DBQ topics include:
The Mongols: How Barbaric were the "Barbarians" (SSWH4d)
What Were the Underlying Causes of WWI? (SSWH16)
Why Did Islam Spread So Quickly (SSWH5)
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