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How can you think like a Historian?

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Cicero 100 B.C. By PMcElhaney (Point Loma High) From Sam Wineburg's Historical ... History serves as a bank of examples for contemplating present ... – PowerPoint PPT presentation

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Title: How can you think like a Historian?


1
How can you think like a Historian?
  • Not to know what happened before one was born is
    always to be a child.
  • Cicero 100 B.C.
  • By PMcElhaney (Point Loma High)
  • From Sam Wineburgs Historical Thinking and Other
    Un-Natural Acts

2
How do Historians Reconstruct the Past?
  • What do they do?
  • Why study history?
  • History serves as a bank of examples for
    contemplating present problems.
  • What tools do they use?

3
  • Historians use the following tools to investigate
    and reconstruct the past.

Historical Imagination Multicultural Perspective Point of View Compare and Contrast Cause and Effect Analyzing Distinguishing Fact From Opinion Evaluating Political History Social History Military History Comparative History Economic History Interpretation Bias/Subjectivity Evidence Primary Source Artifact Context Objective Objectivity Historiography Frame of Reference Credibility
4
  • Define As Many of these as possible.

Historical Imagination Multicultural Perspective Point of View Compare and Contrast Cause and Effect Analyzing Distinguishing Fact From Opinion Evaluating Political History Social History Military History Comparative History Economic History Interpretation Bias/Subjectivity Evidence Primary Source Artifact Context Objective Objectivity Historiography Frame of Reference Credibility
5
One Pager
  • TERM Definition of term across the top of page
    (write neatly)
  • Create a visual depiction of the term.
  • This can be a diagram, image, chart, graph, or
    symbols
  • In your own words write a brief explanation of
    how this term may be useful for students of
    history.

6
Think like a Historian, Look for
  • the authors intention.
  • bias
  • evidence
  • argument
  • sources
  • Context of the period the document was written

7
Contextual Thinking Context of a document or
event offers clues that help understanding.
  • When, Where, How?
  • What proceeded?
  • What followed?
  • Why the document or event took place
  • Who wrote or said it
  • To whom was it written?
  • What purpose?
  • What intent?
  • What Consequence?

8
A.C.A.P.S. is a great strategy.
  • To understand documents and the meaning they
    hold, analyze them according to this method
  • Author
  • Context
  • Audience
  • Purpose
  • Significance

9
How about a S.P.R.I.T.E.?
  • S. Social
  • P. Political
  • R. Religious
  • I. Intellectual
  • T. Technological
  • E. Economic

10
Questions Kids should ask themselves
  • How is the past different than today?
  • What is the significance of this event, person,
    place, or document?
  • What can the modern generation learn from the
    past?

11
Kids need to
  • Read aloud and think aloud through the Historical
    Process.
  • Think about people, places, and events in the
    past through the eyes of someone living in the
    past.
  • balance present minded thinking with thinking in
    the past
  • Make connections and draw conclusions.

12
Just the Facts?
  • Facts by themselves are meaningless.
  • Facts are only important when we give them
    meaning.

13
Skilled Readers of History
  • Talk to themselves as they read-
  • The conversation ranges
  • Meaning of the text
  • Authors purpose, message, and personality/backgro
    und-
  • Think about why the author says what he says and
    what he means by saying it.

14
Contextual Thinking
  • or thinking about events through the perspective
    of the period it unfolded.

15
Context of an event or document includes
  • When, Where, How
  • What proceeded?
  • What followed?
  • Why the document or event took place
  • Who wrote or said it
  • To whom was it written or said
  • What purpose
  • What intent
  • What consequence

16
Students of History Need to
  • Talk to each other
  • Write term papers
  • Discuss the significance of topics they study
  • Debate
  • Get into the mind of the people who lived
    history!
  • Search for cause and motive
  • Investigate- values, perspectives,
  • Students need to embrace beliefs not their own
    and argue them with zest.
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