Make History
Beschreibung
From bestselling author Paul Bambrick-Santoyo and Art Worrell, Uncommon Schools' Director of History Instruction, comes Make History, an inspiring book on how educators can take history instruction to the next level. History teachers face unique challenges in introducing history lessons to students, and they are under increasing pressure to get it "right" in an age of social progress and social divisiveness. This book is a guide to bring the past to life while teaching students how to make sense of history.
Use the ideas and techniques to turn your history students into writers, readers, and thinkers who are ready not only to succeed in college, but also to become leaders and change agents. By showing how to teach rigorous, engaging lessons that center student thinking and voice, Make History turns history class into the most exciting part of a student's day.
* Reimagine history education to help students build their own unique arguments about the past
* Ask tough questions to help students grapple with difficult historical periods
* Set the stage for authentic discourse that students remember long past the bell
* Give students the tools to become socially aware, build their own identity, and think and write like historians
Teachers and instructional coaches in grades 5-12 will love this new, insightful approach to history--one that works for today's classrooms.
Weitere Details
Weitere Ausgaben
Personen
PAUL BAMBRICK-SANTOYO is a bestselling author and founder and Dean of the Leverage Leadership Institute, as well as Chief Schools Officer of Uncommon Schools.
Inhalt
Print- Ready Materials xiii
Videos xiv
Acknowledgments xix
About the Authors xxiii
Introduction: Make History 1
Art's Story 5
Paul's Story 6
Our Story 7
A "Practical Guide": What You'll Find in This Book 8
Turning on the Light: Making Good Teaching Visible 8
See It: Videos and Work Samples 9
Name It: Core Ideas and One- Pagers 10
Do It: Materials to Make It Happen 11
Who Should Use This Book and How? 13
Making History-- Starting the Journey 15
1 Define the Destination 17
Learn More-- Enrich Your History Map 21
Craft Initial Questions 21
Seek Sources with Multiple Perspectives 23
Finalize the Destination 28
Craft a Class Prompt 28
Create Exemplar Responses 32
Chart the Path 33
Choose Your Sources 33
Identify the Historical Thinking Skills 38
"Source" Your Sources 39
Put It All Together--Know-Show 47
Conclusion 51
Key Takeaways 51
Planning Template-- Intellectual Preparation for Instruction 52
Self- Assessment 53
Planning for Action 53
2 Build Knowledge 55
Activate Knowledge 58
Do Nows 60
Class Oral Review 65
Supply (or Create) a Resource 68
Frontload Knowledge-- Tell a Story 72
Hook Them 75
Tell the Story-- Make It Memorable 82
Hold onto the Story-- Solidify the Understanding 84
Conclusion 88
Key Takeaways 89
Build Knowledge Lesson-- One- Pager 90
Self- Assessment 92
Planning for Action 92
3 Grapple with Evidence 93
Plan for Productive Struggle 96
Set the Stage-- Activate What They Need 100
Build Skill with Guided Practice 100
Activate Skill-- Break Down the Prompt 102
Activate Knowledge 104
Let Them Grapple-- Guide Sensemaking 106
Monitor Reading and Address the Trend 106
Conclusion 114
Key Takeaways 115
Grapple with Evidence-- One- Pager 115
Self- Assessment 118
Planning for Action 119
4 Make Sense of It Through Discourse 121
Give Students Habits 124
Name the Desired Habits 124
Build and Maintain Habits 128
Set the Stage for Discourse 132
Launch the Discourse Cycle 135
Facilitate Large- Group Discourse 137
Deepen Discourse 143
Conclusion 149
Key Takeaways 149
Inquiry Lesson One- Pager 150
Self- Assessment 151
Planning for Action 152
5 Stamp and Measure the Learning 153
Stamp in Student Voice 155
Stamp in Writing 157
Stamp the Thinking (Go Meta) 159
Apply It-- Assess 160
Conclusion 162
Key Takeaways 163
Self- Assessment 163
Planning for Action 163
6 Put It All Together 165
Implementation Rubric-- Make History 166
Sample Lesson Plans-- Reconstruction (AP US History) 168
Build Knowledge Lesson Plan 170
Grapple with Evidence and Inquiry Lesson Plans 176
Sample Lesson Plans-- Westernization or Southernization? (AP World History) 187
Build Knowledge Lesson 188
Grapple with Evidence and Inquiry Lessons 196
Conclusion 205
Notes 209
Index 215
Part 1
Define the Destination
"The stories a society tells about itself are a measure of how it values itself."
-Henry Giroux
"History is a people's memory."
-Malcolm X
Between 1775 and 1825, a series of revolutions swept across the Americas and Europe.
The American War of Independence, the French Revolution, the Haitian Revolution, and multiple revolutions within Latin America reshaped the political landscape of the Western world. Across the Atlantic, elites born in the Americas chaffed at being governed by distant, aristocratic European rulers. Inspired by the ideals of the European Enlightenment, they declared themselves revolutionaries and took up the mantle of freedom. While the countries they founded were often grounded in Enlightenment principles, particularly the concept of individual freedom, only occasionally would these new countries live up to the promise of democratic rule.
The 11th-grade students in Jah'Nique Campos's World History class are in the middle of a unit on Latin American revolutions. Earlier in the week, they looked for connections between Enlightenment ideas and the Haitian Revolution. They now apply the same line of thinking to revolutions in the Spanish-speaking Americas to respond to Jah'Nique's inquiry question:
- To what extent were Latin American revolutions between 1775 and 1825 caused by Enlightenment ideas?
Join us as the debate begins.
Class Discussion
Lesson prompt:To what extent were the Latin American revolutions between 1775 and 1825 caused by Enlightenment ideas?
JAH'NIQUE (TEACHER): Based on the evidence that you and your peers analyzed, and your knowledge of modern world history, to what extent were the Latin American revolutions caused by Enlightenment ideas? Taylor, Tommie, and Olu, please start us off. TAYLOR: Well, based on these sources, I would definitely say that the Latin American revolutions were based in Enlightenment ideas. Viscardo, in his "Open Letter to America" discussed how personal and property rights were limited under the Spanish government, which sounds very similar to the ideas of John Locke. TOMMIE: Agreed. Viscardo also talked about how the government controlled prices under what was a mercantilist policy. He also argued that Americans should have been left to their own governance, rather than be controlled by a distant power. That sounds very similar to the American Revolution and the arguments against the British government controlling its colonies across the Atlantic. OLU: Wow, I couldn't disagree more! We have to contextualize these sources. Viscardo and Bolívar are creoles, mostly writing to a creole audience. Bolívar, in his Jamaica Letter, talked about how creoles were in a unique space between Europeans and Indigenous Americans. He actually said in the second to last paragraph, "In short, though Americans by birth we derive our rights from Europe, and we have to assert these rights against the rights of the natives, and at the same time we must defend ourselves against the invaders." Bolívar is literally arguing for creoles like himself to maintain their power over the Indigenous people. This isn't about natural rights. It's about a power grab![Multiple hands shoot up as students seem eager to jump in.]
JAH'NIQUE (TEACHER): That's a really interesting idea, Olu. Before others jump in, let's pause for a moment. What do we think about Olu's argument? If we contextualize these sources, where would we find more evidence to support Olu or to challenge his ideas? Turn and talk with your table partner to discuss.[There's a notable buzz in the room as Jah'Nique circulates to listen in on conversations. Students flip through their notebooks and reference sheets as they discuss.]
JAH'NIQUE (TEACHER): Let's come together. [pauses] What do we think? What's happening at this time throughout the world and Latin America that might help us better understand these sources? Do we agree with Olu? CHRIS: I think Olu's argument is really strong and I mostly agree. Bolívar is writing in the context of the Haitian Revolution, which was a successful rebellion of enslaved Black people against a European power. Compared against that, it's difficult to argue that Bolívar is calling for a revolution that is really concerned with natural rights. RILEY: Exactly, Chris. And I would place the Haitian Revolution within the scope of all other Latin American revolutions. So, I think the question may be a bit flawed or too general. Which Latin American revolutions are we talking about? I think the Haitian revolution was way closer to reaching the ideals of the Enlightenment than Bolívar and the wars for independence in Colombia and Venezuela. JAH'NIQUE (TEACHER): Well said. So as flawed as the question might be, how might we begin to answer it? And where would the fourth source-our only secondary source-fit into our argument? Turn and talk with your partner before we discuss as a whole group.In a single class discussion, Jah'Nique's students do many remarkable things. They make connections between events, view evidence from multiple perspectives, and underscore important ideological debates that repeat throughout modern history. They are working together to place these revolutions within a larger historical context, that of a Western world considerably affected by new ideas about the power of the state and individual freedom. And Jah'Nique facilitates all of this without being the dominant voice in the room. Yet the resultant critical thinking didn't happen by chance or by the luck of a few students doing most of the work. Jah'Nique set the stage for this discourse to happen-not for a few, but for all students.
How did Jah'Nique think about teaching to make these times come alive for her students? She started by defining the destination.
Imagine you are planning a vacation. You have a few requirements: you know you are going to visit North Dakota, and you know you only have a week to do so, but beyond that the decisions are up to you as to how to spend that time. Teaching history is pretty similar. Most history curricula give us a general area of the historical "map" we have to cover: which time period, which geographies, which key historical events or figures. But that doesn't tell us how to get there. To determine her path, Jah'Nique treats her planning like a contemporary explorer: learn more about the area, finalize the destinations, and pack appropriately to get there. Without the destination, she wouldn't know how to move.
Core Idea
Instruction is rudderless without a destination.
Look back at Jah'Nique's lesson prompt.
Lesson Prompt
To what extent were the Latin American revolutions between 1775 and 1825 caused by Enlightenment ideas?
By choosing a provocative, focused prompt, Jah'Nique cuts a channel through the immense, choppy waters of revolutionary Latin America and offers students the chance to evaluate the events in depth. At its heart, that is what a proper destination does. It doesn't dictate what you should believe, only what you should be thinking about.
Core Idea
A proper destination doesn't dictate what you should believe, only what you should be thinking about.
In the end, it's about the student making sense of that historical moment with their own defensible, plausible argument.
Jah'Nique didn't create this prompt out of thin air. It was the product of careful and deliberate planning. Let's unpack how she got there.
LEARN MORE-ENRICH YOUR HISTORY MAP
Craft Initial Questions
Take a moment and look at how Jah'Nique began her preparation for the lesson-she started with questions.
Initial Prompts for Jah'Nique's Class
- What does Viscardo's "An Open Letter to America" tell us about the root cause of revolution in Latin America?
- What was the impact of mercantilism on 18th-century Latin American revolutions?
- To what extent were the Latin American revolutions between 1775 and 1825 caused by Enlightenment ideas?
- Why did the Haitian Revolution begin in 1791?
- Given the circumstances at the time, were Viscardo and Bolívar right to fear a more radical revolutionary movement?
All of these prompts are convincing and plausible for a history class. One of the strengths they share is that they require students to make sense of history by analyzing and interpreting primary and secondary sources to construct an understanding of the past that takes into account the historic actors, intended audience, intended purpose, and the unique historical context of the time. In other words, while a bit broad in some instances, strong prompts ask...
