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C4 Framework & Historical Thinking October 2015
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- 5. rewiring brains isa good thing
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- 9. “Kids don’t hate history. Theyhate the way we teach it.”
- 10. • All theLight We Cannot See • The Wright Brothers • The Boys in the Boat • The Da Vinci Code • Killing Reagan
- 11. • Unbroken • Gonewith the Wind • Schindler’s List • Selma • The Imitation Game
- 12. how are historystudents different than historians?
- 13. kids see history as answers historianssee history as problems
- 14. so what does it looklike?
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- 17. “This painting isimportant because it tells us what really happened at the first Thanksgiving. Do you agree or disagree?” What do you need to know in order to make a decision?
- 18. • The FirstThanksgiving 1621 • Painted in 1932 by American J. L. G. Ferris • Part of a series of US history events • Series displayed at Independence Hall for 20 years
- 25. - The C4FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
- 26. - The C4FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com collect & organize evidence - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
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- 34. 2008 Great Recession causes/ impact
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- 36. risky sub-prime loans,high oil / food prices, lack of regulatory oversight, other 4 corners
- 37. no impact, minimumimpact, lots of impact, massive impact 4 corners
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- 39. risky sub- prime loans lackof regulatory oversight high oil / food prices
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- 41. “Social Studies contentis the vehicle for demonstrating mastery, not the destination.”
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- 45. Fanny Palmer -1868 Across the Continent: Westward the Course of Empire Takes Its Way Currier and Ives
- 47. This is anexample of propaganda. True or false?
- 49. we can createour own
- 50. STANFORD HISTORY EDUCATIONGROUP SHEG.STANFORD.EDU Historical Reading Skills Questions Students should be able to . . . Prompts Sourcing Who wrote this? What is the author’s perspective? When was it written? Where was it written? Why was it written? Is it reliable? Why? Why not? Identify the author’s position on the historical event Identify and evaluate the author’s purpose in producing the document Hypothesize what the author will say before reading the document Evaluate the source’s trustworthiness by considering genre, audience, and purpose The author probably believes . . . I think the audience is . . . Based on the source information, I think the author might . . . I do/don’t trust this document because . . . Contextualization When and where was the document created? What was different then? What was the same? How might the circumstances in which the document was created affect its content? Understand how context/ background information influences the content of the document Recognize that documents are products of particular points in time Based on the background information, I understand this document differently because . . . The author might have been influenced by _____ (historical context) . . . This document might not give me the whole picture because . . . Corroboration What do other documents say? Do the documents agree? If not, why? What are other possible documents? What documents are most reliable? Establish what is probable by comparing documents to each other Recognize disparities between accounts The author agrees/disagrees with . . . These documents all agree/ disagree about . . . Another document to consider might be . . . Close Reading What claims does the author make? What evidence does the author use? What language (words, phrases, images, symbols) does the author use to persuade the document’s audience? How does the document’s language indicate the author’s perspective? Identify the author’s claims about an event Evaluate the evidence and reasoning the author uses to support claims Evaluate author’s word choice; understand that language is used deliberately I think the author chose these words in order to . . . The author is trying to convince me . . . The author claims . . . The evidence used to support the author’s claims is . . . HISTORICAL THINKING CHART what questions should we use?
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- 53. Reading so it’spossible to evaluate an argument or claim determine the main idea, identifying and analyzing evidence, relationships, and supporting details comprehend complex and difficult text identify and evaluate critical information communicated in multiple forms of media
- 54. Writing clearly andcoherently to make an argument using evidence, logic, and reasoning to tell a story by applying the appropriate technologies for the purpose and audience by gathering multiple sources of information and integrating them into short and long term projects
- 55. Communicating effectively by preparingand collaborating with diverse partners designing and delivering a presentation on a specific topic presenting information and evaluation to others in a manner that is not totally written text using multiple modes of communication
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- 57. Point Make your pointor introduce a claim Evidence Back up your point or claim with supporting facts from credible sources Explanation Explain how the evidence supports your claim Link Demonstrate connections each point; to yourself, another text, other events, or to the world P E E L
- 58. Point Make your pointor introduce a claim Evidence Back up your point or claim with supporting facts from credible sources Explanation Explain how the evidence supports your claim Link Demonstrate connections each point; to yourself, another text, other events, or to the world P E E L literacy expectations?
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- 61. select a visual“anchor” graphic notes
- 62. this image shows. . . a connection between then & now would be . . . make a prediction
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- 79. - The C4FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com collaborate with others
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- 82. evidence “dropbox” presentation tool printa book “back channel” exit card survey / brainstorm
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- 85. - The C4FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com Create a solution
- 87. iPhone from thepast
- 91. Find an oldcamera. Bring it to class and tell your students that this camera was found in the closet of a retired soldier. The soldier was at the battle of Gettysburg. The film hasn’t been developed yet. If this camera was at Little Round Top, what pictures would it contain? List the three most important inventions of the twentieth century. Explain why someone might disagree with you. Both Herbert Hoover and FDR have applied for the job as president in 1932. They have given you their resumes. Who would you hire? Why?
- 93. STANFORD HISTORY EDUCATIONGROUP SHEG.STANFORD.EDU Historical Reading Skills Questions Students should be able to . . . Prompts Sourcing Who wrote this? What is the author’s perspective? When was it written? Where was it written? Why was it written? Is it reliable? Why? Why not? Identify the author’s position on the historical event Identify and evaluate the author’s purpose in producing the document Hypothesize what the author will say before reading the document Evaluate the source’s trustworthiness by considering genre, audience, and purpose The author probably believes . . . I think the audience is . . . Based on the source information, I think the author might . . . I do/don’t trust this document because . . . Contextualization When and where was the document created? What was different then? What was the same? How might the circumstances in which the document was created affect its content? Understand how context/ background information influences the content of the document Recognize that documents are products of particular points in time Based on the background information, I understand this document differently because . . . The author might have been influenced by _____ (historical context) . . . This document might not give me the whole picture because . . . Corroboration What do other documents say? Do the documents agree? If not, why? What are other possible documents? What documents are most reliable? Establish what is probable by comparing documents to each other Recognize disparities between accounts The author agrees/disagrees with . . . These documents all agree/ disagree about . . . Another document to consider might be . . . Close Reading What claims does the author make? What evidence does the author use? What language (words, phrases, images, symbols) does the author use to persuade the document’s audience? How does the document’s language indicate the author’s perspective? Identify the author’s claims about an event Evaluate the evidence and reasoning the author uses to support claims Evaluate author’s word choice; understand that language is used deliberately I think the author chose these words in order to . . . The author is trying to convince me . . . The author claims . . . The evidence used to support the author’s claims is . . . HISTORICAL THINKING CHART
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- 96. - The C4FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com Communicate the solution
- 97. Fence Sitter US governmenttreatment of Native Americans was good for the country The Treaty of Versailles did not cause World War II Remaining a Tory in 1776 was the correct decision.
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