[THVInstitute13] Resource Page for Promoting Historical Thinking with Place-Based Learning & Community Interaction

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Resources for presentation give by Alexander Pope at Teaching the Hudson Valley's 2013 Summer Institute, "Placed-Based Learning & Common Core"

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[THVInstitute13] Resource Page for Promoting Historical Thinking with Place-Based Learning & Community Interaction

  1. 1. Resources for investigating communities Stay up-to-date on changes to the Common Core, called the new C3 standards: http://www.ccsso.org/Resources/Publications/Vision_for_the_College_Career_and_Civic_Life_ Framework_for_Inquiry_in_Social_Studies_State_Standards.html Further reading: Barton, K. &Levstik, L. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum. Thoughtful expression of why we value historical study, with a focus on the application of history to improve future conditions. Davidson, J.W. & Lytle, M.H. (2004). After the fact: The art of historical detection. 5th Ed. Boston: McGraw Hill. Examples of proper and improper historical inquiry, based on interesting questions and events from American history. Duffin, M., & Associates, P. (2007).Why use place-based education in your school? Four answers that emerge from the findings of PEEC, the Place-based Education Evaluation Collaborative. Point-by-point review of the broad benefits of incorporating PBE in schools. Jennings, N., Swindler, S., &Koliba, C. (2005). Place-based education in the standards-based reform era--conflict or complement? American Journal of Education, 112(1),44-65. Pre-dating the Common Core movement, this article considers many of the questions facing educators today. Kinloch, V. (2009).Harlem on our minds: Place, race, and literacies of urban youth. New York: Teachers College Press. An entire book on community-as-text. Kinloch details how she used her students’ local community as the focus for a yearlong look at history, economics, and civics. McGuire, M, & Cole, B. (Eds.) (2010). Making a difference: Revitalizing elementary social studies. Washington, DC: National Council for the Social Studies. Each chapter investigates an aspect of elementary school teaching and learning. Topics include historic inquiry and authentic products. VanSledright, B. A. (2002). In search of America’s past: Learning to read history in elementaryschool. New York: Teachers College Press. Review of challenges facing late-elementary and middle school educators who want to engage their students in historic inquiry. Includes specific example topics from American history. Wilson, R. (1997). A sense of place.Early Childhood Education Journal, 24(3), 191-194. Consideration of how children first develop attachments and relationships with specific places, and what those attachments mean moving forward. Wineburg, S. (2001).Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press. Detailed review of the challenges facing anyone who engages in historic inquiry. Research from this book influenced the development of Stanford University’s new History Assessments of Thinking
  2. 2. Resources for investigating communities (Some) digital resources: Once a teacher or student has identified a question to investigate, the research process can begin. These sites all have something different to offer, from a closer look at your neighborhood (visit your local court!) to ways that your community might connect with others around the country (hello, Digital Archives!). Your local county clerk, city hall, housing authority, or department of education. o Depending on where you live and work, many of these resources will require a physical visit, but you can find excellent information there. For example, students in Brooklyn visited their county clerk and learned about their school’s history: famous alums, demographic changes, even teacher criminal backgrounds! Another class in Manhattan used housing records to track who lived in a particular apartment building, then delve more deeply into their lives through court records. Library of Congress Digital Archives (www.loc.gov) o Many of the benefits of your local museum without having to leave your desk. The LOC offers millions of digitized, high-quality resources from American History. The archives are easy to search and have something to offer almost every community in the US. The Archives also offer a variety of ready-to-go lesson templates for teachers, and different tools for working with primary source documents. My favorite is the Primary Source Analysis Tool, because it works equally well for historic and modern sources, whether they are photographs, buildings, diary entries, newspapers, etc. National Archives (www.archives.gov) o The National Archives is similar to the LOC Digital Archives, but many of the resources are only available if you visit in person. The education page has many excellent resources and ideas for incorporating historic documents related to your students’ topics. Historical Assessments of Thinking (https://beyondthebubble.stanford.edu/history- assessments-thinking) o Student research and inquiry deserves feedback, and this site offers excellent research-based ideas. Dubbed “Beyond the Bubble,” this website from Stanford University’s History Educators Group is based on the idea that historical inquiry warrants more than the traditional SCANTRON test. The site includes ready-to- go assessments as well as ideas that educators can use for crafting their own assessments. Promise Of Place (www.promiseofplace.org) o Though not directly interested in history education, Promise of Place has a great deal of information for anyone wanting to know more about place-based education. The field is dominated by environmental science, but thoughtful educators will find direct benefits.

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