One Nation: Many Faiths Institute
California 3Rs Leadership
The expectation for “One Nation: Many Faith – How Religious Liberty Shaped America” summer institute participants is that they attend two follow-up programs for which they create and implement a required application in their classrooms. The application information will be shared at the sessions and the dates for the programs are in the following PDF documents:
June 25-29, 2012 - Stockton
July 23-27, 2012 – Rancho Cucamonga
The follow-up stipend will be issued upon completion and receipt of these implementation documents.
Crowded calendars and the difficulty of gaining release time from classroom duties, has prompted the One Nation: Many Faiths TAH program to develop the following alternate online follow-up activity sequence to be completed by those teachers unable to attend the in-person follow-up workshops and events. Online follow-up teachers will receive credit for one follow-up session for participating in and submitting the documentation for Steps 1 & 2 of the activity below. Teachers will receive credit for both required follow-up sessions for participating in and submitting the documentation for Steps 1, 2, 3, and 4 of the activity below.
The activity sequence is intended to review and expand the instructional strategies related to Historical Thinking and Reading that were introduced at the institute. Using online resources by Stanford professor Dr. Sam Wineburg, teachers are guided through a step-by-step process of historical inquiry that they follow in completing an activity on the Scopes Trial. When this is completed and documented, online follow-up teachers select an appropriate lesson from the list provided to implement this process in their classroom. The lessons were selected because they represent the theme of the institute and because they show the influence of religion on events in American history. As they implement the steps of historical thinking with their students, teachers are asked to make special note of the outcomes. To do this teachers are asked to specifically follow the work and thinking of five students and complete the Lesson Implementation and Reflection Sheet.
Documentation for all three steps in the Online Follow-up are due to the One Nation project office no later than January 6, 2013.
Many people think of history as a set of facts and dates about events and people of the past that are to be memorized from lectures and textbooks. Rarely are these memorized facts explored for connections to today’s world. Teachers sometimes reinforce this idea by marching through the history-social science courses of study and the textbook from page-to-page and test-to-test. However, historians see history very differently. They see themselves as detectives, trying to piece together what happened and what it means through the perspectives of many different players in the events. This process of trying to figure out things you don't already know is as different from mindless memorization as you can get. As a result, historians rarely agree among themselves. However, the processes they follow and the skills they develop in drawing conclusions deeply influence their ability to evaluate and interpret the world around them. These abilities are critical for citizens to participate successfully in 21st century public life.
Now begin to explore the process of historical thinking and develop your skills by completing the following steps and activities.
Step 1. Why Historical Thinking Matters
Explore this interactive presentation where Professor Sam Wineburg discusses how historians investigate what happened in the past. Download and print the Historical Thinking Skills Chart http://sheg.stanford.edu/?q=node/21. Use this chart as you complete the following activity.
Step 2. Historical Thinking Matters – The Scopes Trial and the 1920s Historical Investigation
Apply the elements of Historical Thinking that Dr. Wineburg discusses above to one of the most fascinating and controversial topics in modern history that features a clash between religion and science. Complete the step-by-step historical investigation and save your primary source notes and concluding essay for submission at the end of the follow-up.
Step 3. Reading Like a Historian
This short introduction to Reading Like a Historian guides teachers through the steps for engaging students in historical inquiry.
Step 4. Using the process with your students
Now you are ready to apply the processes of Historical Thinking in your classroom. First, review the introduction “reading Like a Historian,” print off the posters from http://sheg.stanford.edu/?q=node/21 that the students will be applying. Replay Wineburg’s video segment and stop between each segment to go over the poster. Then select one of the topics and lessons to use in your classroom.
Download the Reading Like a Historian Lesson Implementation and Reflection Sheet. On the sheet, record step-by-step when and how you complete each part of the implementation. If you are unsure, use the Reading Like a Historian site and the Historical Thinking Skills Chart as examples of the process. Tell your students that you want them to save and print their notes for each part of the lesson if they do the activities online. If not, have them save their handwritten notes.
Select 5 students to observe performing the lesson activity, including:
(#1) an EL student
(#2) a struggling reader
(#3) a grade level reader
(#4) an advanced student
(#5) a student you have found hard to reach
Chose one of the lessons below to do in your classroom and track the work of five students.
Unit 2 - Colonial
Lesson 3 – Puritans
Lesson 6 – Salem Witch Trials
Unit 3 – Revolution and Early America
Lesson 1 – Great Awakening
Unit 4 – Expansion/Slavery
Lesson 3 – Nat Turner
Lesson 5 – Manifest Destiny
Lesson 7 – Irish Immigration
Unit 5 – Civil War and Reconstruction
Lesson 1 – John Brown
Unit 6 – Gilded Age
Lesson 1 – Chinese Immigration and Exclusion
Lesson 3 – Populism and the Election of 1896
Unit 7 – American Imperialism
Lesson 2 – Spanish American War
Unit 8 – Progressivism
Lesson 3 – Progressive Social Reformers
Lesson 4 – Japanese Segregation
Collect the culminating work and assessment from the five students. Send it, your completed Implementation and Reflection Sheet, and your notes and concluding essay from the Scopes Trial activity to the One Nation: Many Faiths Project Director at firstname.lastname@example.org, or Dr. Margaret Hill, Educational Leadership & Curriculum, CSUSB, 5500 University Pkwy, San Bernardino CA 92407.
Deadline for submission, January 6.