The document discusses using local history to teach historical inquiry skills outlined in Common Core standards. It recommends investigating places, people and events in students' own communities to make history accessible and relevant. Examples of local history projects are given, such as creating profiles of schools or brochures of neighborhoods based on archival research and oral histories. The goal is for students to answer their own questions about the local area and produce authentic work like information sheets or presentation to share what they learn.

1. Reaching Standards
Through Community
Resources
Alexander Pope, Salisbury University
Teaching the Hudson Valley
July 30, 2013

2. Guiding Questions
1. What do the standards say about historical
inquiry?
2. Why local history?
3. What are some ideas for investigation in our local
areas?

3. Our Backgrounds
• Me: Former museum educator (CO, TX),
elementary teacher (NYC), current teacher
educator
• You: k-12? Museums? Historic sites? What else?
• Why do we value historic study?
• What does Common Core say?

4. Q1: What do standards say
about historical inquiry?
• Mission Statement
• The Common Core State Standards provide a
consistent, clear understanding of what students are
expected to learn... [and] are designed to be robust
and relevant ..., reflecting the knowledge and skills
that our young people need for success in college
and careers.

5. Common Core Standards
are…
• Rigorous in content and application of knowledge
through high-order skills
• Internationally benchmarked
• Based on evidence and research
• State led
• coordinated by NGA Center and CCSSO
• Being updated

6. Suggested Classroom
Methods
With the exception of Standard #5 (Text Structure) and
#10 (Text Complexity) most of you are probably already
asking this of your students.
Looking for evidence
Central Ideas
Causation
Vocabulary
Point of View and Bias
Multiple types of Media
Fact or Opinion
Primary and Secondary Sources

7. C3
• Preparation for “College, Career, and Civic Life”
• Effort to increase attention to social studies /
humanities within Common Core
• Stresses History, Geography, Economics,
Civics/Government
• Reflective of history educators’ critiques

8. “Active and responsible
citizen”
• Active and responsible citizens identify and analyze
public problems; deliberate with other people about
how to define and address issues; take constructive,
collaborative action; reflect on their actions; create and
sustain groups; and influence institutions both large
and small....
• ... Individual mastery of content often no longer
suffices; students should also develop the capacity to
work together to apply knowledge to real problems.
Thus, a rich social studies education is an education
for college, career, and civic life.

9. Q2: Why local history?
• There is history everywhere
• Historic inquiry relates to textual analysis
• Asking questions of people, places, and things
• Developing narrative
• Making connections
• Every community has a history

10. Local history is relevant
• “It appears that students better understand the
complex interrelationships and connections
among individuals, communities, and society
when they have the chance to apply their social
studies knowledge in real-world settings”
(American Institutes for Research, 2005).
• Place-based education
• Efficient
• Effective
• Thorough
• Greater retention

11. Local history is rich
• School history
• Neighborhood development
• Demographic changes
• Resource use

12. Local history is scalable
• Historic changes, issues, and present conditions
in one area may relate to another
• Recent example: Hurricane Sandy

13. Local history is broad
• Students asked the question: How did location affect these
events?
• What is similar/different about the development of these
areas?
• How did the places use their resources to address the
disaster?
• What should the places do to prevent another event like this?
• Students prepared reports including:
• Local experiences (interviews)
• Photographic record (document analysis)
• News accounts (traditional text analysis)
• Research expanded to include Katrina, Rita, and 2004
Sumatran tsunami

14. Local history offers resources
• What are your favorite historic resources?
• Analog
• Interviews
• Family members
• “Looking up” – take a walking tour
• Digital
• Newspapers
• Library of Congress, National Archives

16. Local history creates
meaningful products
• Work with authentic topics.
• Incorporate historic skills of inquiry and research.
• Allow students more control over their learning.
• BUT: Students must generate authentic products.
• Information sheets
• Suggested plans of action
• Presentations or publications

17. Q3: What are some ideas for
investigating my area?
• Group up
• Brainstorming sessions; all ideas are good!
• We’ll share out at the end
1. What about your place is special, important, or
interesting?
2. Form at least one question about that special,
important, or interesting thing
3. Can you think of resources to help you answer that
question?
4. What is the “authentic product”?

18. Sharing our ideas
1. What about your place is special, important, or
interesting?
2. Form at least one question about that special,
important, or interesting thing
3. Can you think of resources to help you answer
that question?
4. What is the “authentic product”?

19. Focus on the end product
• Investigating the history of your school to create a
Facebook/Fakebook profile
• Using neighborhood walks to create tourism brochures
• Historic investigations through court records (befriend
your local court clerk!)
• Oral history projects with community residents
• Creating an “info plaque” for interesting or important
community spaces

20. Guiding Questions
1. What do the standards say about historical inquiry?
• Important skill
• Closely tied to textual analysis
2. Why local history?
• Accessible and interesting
• Broad connections
3. What are some ideas for investigation in our local
areas?
• Look around!
• Create authentic products