Reading Like a Historian Pilot Training
Newark, New Jersey
Day 1: August 19, 2013
Abby Reisman & Brad Fogo
Welcome!
•  Name
•  Course(s) you teach
•  What is your biggest challenge in teaching
history-social studies?
•  What do you hope to take away from this
workshop?
Workshop Objectives
1.  Gain familiarity with RLH materials, design principles, and
activity structures
2.  Work through a series of document-based lessons and consider
how you might use or adapt materials
3.  Select, adapt, develop materials for your classroom
4.  Practice and reflect upon inquiry-based instructional practice
5.  Explore strategies for formative assessment of historical thinking
Today’s Agenda
Morning:
1. 
2. 
3. 
4. 
5. 
Introductions
Pocahontas
RLH Practices and Design Principles
Excerpting and Modifying Documents
Survey
Lunch
Afternoon:
1.  Charlemagne
2.  Locating Materials On-line and Preparing a Document
3.  Sharing Materials
Pocahontas
Pocahontas
What do you know about
Pocahontas?
How do you know about
Pocahontas?
Did Pocahontas save John
Smith’s life?
Did Pocahontas save John
Smith’s life?
Reading Like a Historian
•  Sourcing
•  Contextualization
•  Corroboration
•  Close Reading
Reading Like a Historian
Sourcing
Before reading the document ask yourself:
• Who wrote this?
• Why was it written?
• When was it written?
• Is it believable? Why? Why not?
Reading Like a Historian
Corroboration (cross-checking)
• What do other sources say?
• Do the sources agree? If not, why?
• What are other possible sources?
• What sources are most believable?
Reading Like a Historian
Contextualization
• What was the time and place in which the
document was created?
• What was it like to be alive at this time? What
was different? What was the same?
• How did the circumstances in which the
document was created affect its content?
Reading Like a Historian
Close Reading
•  What claims does the author make?
•  What evidence does the author use?
•  What words, phrases, images, or symbols
does the author use to convince me that she/he
is right?
•  What information does the author leave out?
Stanford History Education Group
•  Historical Thinking Matters
http://historicalthinkingmatters.org/
•  Reading Like A Historian
http://sheg.stanford.edu
•  Beyond the Bubble
https://beyondthebubble.stanford.edu
Document-Based Lessons
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Historical Questions
Developing Content Knowledge
Modified Sets of Primary Documents
Scaffolds
Making Historical Claims backed with Evidence
A Disciplinary Approach
Investigating historical questions in an attempt to determine what
happened in the past,
the historian…
•  acknowledges that accounts of the past differ depending on one’s
perspective.
•  constructs accounts from evidence.
•  questions the reliability of evidence.
•  acknowledges that any single piece of evidence is insufficient.
•  consults multiple forms of evidence in constructing an account of
the past.
•  employs historical reading skills.
Teaching Practices for Inquiry-Based
History Instruction
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Use Historical Questions
Select and Adapt Sources
Establish and Connect Historical Content
Use Historical Evidence
Model Historical Reading Skills
Facilitate Classroom Discussion on Historical
Topics
•  Model and Support Historical Writing
•  Assess Student Thinking about History
Use Historical Questions
Historical Questions
•  Grounded in historical scholarship and debate
•  Open to multiple interpretations
•  Points students to documents/evidence
•  Interpretive (open-ended) and Evaluative (invites
judgment)
•  Frame Lessons
Historical Questions
4 types of historical questions:
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Causal: What caused x?
Explanatory: What happened at x?
Evaluative: Was x a success?
Descriptive: What was it like to live in a particular time and place?
What happened at the Ba+le of Lexington? Why did Texans declare independence from Mexico in 1836? Were African-­‐Americans free during ReconstrucCon? Was appeasement the right policy for England in 1939? How did Chinese peasants experience the Great Leap Forward ? Select and Adapt Sources
Select and Adapt Sources
What makes an effective document/document set?
•  Rich Historical Information: Source and Context
•  Addresses Historical Question
•  Illustrates Different Perspectives
•  Features Different Types of Evidence
•  Presents Conflicting or Connected Arguments
•  Engaging and Accessible
Scaffolding Documents
Focusing
•  Select excerpts to focus students’ attention
•  Limit total length from 200 to 300 words
Simplification
•  Modify complex sentences and syntax
•  Conventionalize spelling, punctuation, and capitalization
•  Provide a word bank
Presentation
•  Use a large font (at least 14-point type)
•  Use wide margins to create ample white space on the page
•  Use of header or source note to provide necessary background
information
Head notes
•  Necessary background information
  Depends on task
  Depends on students
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General historical context
Specific context relevant to the document
Limit length
Do not give away content of document
Guiding Questions
•  Help students focus on important parts of the text
•  Supports students in making connections between historical
events, people, concepts, documents, and arguments
•  Based upon historical thinking skills
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Sourcing
Contextualization
Close Reading
Corroboration
How long before the start of World War II was this document
written?
What was Joanne Robinson s purpose in writing to the Mayor?
What evidence does Chamberlin offer to support this claim?
What different reasons do Cameron and Kate Bighead offer for why
the Sioux Nation and United States were fighting?
Who do you think is a more reliable source? Wilson or Zinn?
Scaffolding Documents
John Smith’s General History of Virginia, New England
and the Summer Isles
At last they brought him to Meronocomo, where was Powhatan their Emperor. Here more that two
hundred of those grim courtiers stood wondering at him, as he had beene a monster; till Powhatan and his
trayne had put themselves in their greatest braveries. Before a fire upon a seat like a bedstead, he sat
covered with a great robe, made of Rarowcun skinnes, and all the tayles hanging bye.…The Queene of
Appamatuck was appointed to bring him water to wash his hands, and another brought him a bunch of
feathers, in stead of a Towell to dry them: having feasted him after their best barbarous manner they could,
a long consultation was held, but the conclusion was, two great stones were brought before Powhatan: then
as many as could layd hands on him, dragged him to them, and thereon laid his head, and being ready with
their clubs, to beate out his braines, Pocahanatas the Kings dearest daughter, when no intreaty could
prevaile, got his head in her armes, and laid her owne upon his to save him from death: Whereat the
Emporour was contented he should live to make him hatchets, and her bells, beads, and copper; for they
thought him as well of all occupations as themselves.…
Two dayes after, Powhatan having disguised himselfe in the most fearfull manner he could, caused Capt.
Smith to be brought forth to a great house in the woods, and there upon a mat by the fire to be left alone.
No long after from behinde a mat that divided the house, was made the most dolefullest noyse ever heard;
then Powhatan more like a devil then a man with some two hundred more as blacke as himselfe, came unto
him and told him now that they were friends, and presently he should goe to James towne, to send him two
great gunnes, and a grindstone, for which he would give him the Country of Capahowosick, and for ever
esteeme him as his sonne Nantaquoud.
Scaffolding Documents
John Smith’s General History of Virginia, New England
and the Summer Isles
At last they brought him to Meronocomo, where was Powhatan their Emperor. Here more that two
hundred of those grim courtiers stood wondering at him, as he had beene a monster; till Powhatan and his
trayne had put themselves in their greatest braveries. Before a fire upon a seat like a bedstead, he sat
covered with a great robe, made of Rarowcun skinnes, and all the tayles hanging bye.…At his entrance
before the king, all the people gave a great shout and The Queene of Appamatuck was appointed to bring
him water to wash his hands, and another brought him a bunch of feathers, in stead of a Towell to dry
them: having feasted him after their best barbarous manner they could, a long consultation was held, but
the conclusion was, two great stones were brought before Powhatan: then as many as could laid hands on
him, dragged him to them, and thereon laid his head, and being ready with their clubs, to beate out his
braines, Pocahanatas the Kings dearest daughter, when no intreaty could prevaile, got his head in her
armes, and laid her owne upon his to save him from death: Whereat the Emporour was contented Smith
should live to make him hatchets, and her bells, beads, and copper; for they thought him as well of all
occupations as themselves.…
Two dayes after, Powhatan having disguised himselfe in the most fearfull manner he could, caused Capt.
Smith to be brought forth to a great house in the woods, and there upon a mat by the fire to be left alone.
No long after from behinde a mat that divided the house, was made the most dolefullest noyse ever heard;
then Powhatan more like a devil than a man with some two hundred more as blacke as himselfe, came unto
him and told him now that they were friends, and presently he should goe to James towne, to send him two
great gunnes, and a grindstone, for which he would give him the Country of Capahowosick, and for ever
esteeme him as his sonne Nantaquoud.
Scaffolding Documents
John Smith’s General History of Virginia, New England
and the Summer Isles
At last they brought Smith to Meronocomoco, where was Powhatan their Emperor. At his
enrtrance, all the people gave a great shout…and…having feasted him after their best
barbarous manner they could, a long consultation was held. But the conclusion was, two
great stones were brought before Powhatan. Then, as many as could laid hands upon
him, dragged him to them, and thereon laid his head, and being ready with their clubs, to
beat out his brains. Pocahontas, the King’s dearest daughter, when no entreaty could
prevail, got his head in her arms, and laid down her own upon his to save him from
death; whereat the Emperor was contented Smith should live.
Two days after, Powhatan having disguised himself in the most fearful manner he could,
caused Captain Smith to be brought forth to a great house in the woods, and there upon a
mat by the first to be left alone… then Powhatan, more like a devil than a man, came
unto him and told him how they were friends, and presently he should go to Jamestown,
to send him two great guns, and a grindstone, for which he would forever esteem him as
a son.
Scaffolding Documents
John Smith’s General History of Virginia, New England
and the Summer Isles
They brought me to Meronocomoco, where I saw
Powhatan, their Emperor. Two great stones were brought
before Powhatan. Then I was dragged by many hands,
and they laid my head on the stones, ready to beat out my
brains. Pocahontas, the King’s dearest daughter took my
head in her arms and laid down her own upon it to save
me from death. Then the Emperor said I should live.
Two days later, Powhatan met me and said we were
friends. He told me to bring him two guns and a
grindstone and he would consider me his son.
Let’s give it a try…
1)  In pairs, modify John Smith’s account of a
Native American game for students you teach.
2)  In groups of 4, compare how you modified
the documents. What is similar? What is
different?
RLH: Types of Lessons
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Modeling/Guided Practice
Opening Up the Textbook (OUT)
Inquiry
Structured Academic Controversy (SAC)
Document-Based Lessons
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Historical Questions
Developing Content Knowledge
Modified Sets of Primary Documents
Scaffolds
Making Historical Claims backed with Evidence
Central Historical Question:
Why did Pope Leo III
crown Charlemagne
Emperor?
Background Knowledge
•  324 Constantine moves capital of Roman Empire to Byzantium
•  “Constantinople”
•  Greek/ Eastern Empire (vs. Latin/ Western Empire)
•  476 Fall of Roman Empire in West
•  480s Franks, under Clovis, build kingdom in Gaul/ France (West)
•  600s Islamic conquest of 3 out of 5 patriarchates of Christianity
•  Alexandria, Antioch, Jerusalem
•  Leaves East (Constantinople) vs. West (Rome)
•  768 Charlemagne becomes King of the Franks
•  Christianizes much of western Europe
•  799 Pope Leo III (in Rome) attacked by Romans who opposed him
•  800 Pope Leo III crowns Charlemagne Emperor
World History Lessons
Task
•  List 2-3 topics that you will be teaching during
the first months of school.
•  Locate 1-2 documents that you will use during
the first weeks of school.
•  Excerpt and modify document(s) so that they
are accessible to a target group of students.
Library of Congress
Digital Resources
•  loc.gov
•  myloc.gov
•  loc.gov/teachers
•  chroniclingamerica.loc.gov
•  wdl.org
Finding Documents
•  Gilder Lehrman
http://www.gilderlehrman.org/
•  History Matters
http://historymatters.gmu.edu/
•  National Clearinghouse for History Ed
http://teachinghistory.org/
World History Sites
•  The Avalon Project
http://avalon.law.yale.edu
•  Fordham History Sourcebook
http://www.fordham.edu/halsall/
•  Women in World History
http://chnm.gmu.edu/wwh/index.php
•  World History for Us All
http://worldhistoryforusall.sdsu.edu/
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loc.gov
myloc.gov
loc.gov/teachers
wdl.org
Chroniclingamerica.loc.gov
www.gilderlehrman.org/
historymatters.gmu.edu/
teachinghistory.org/
avalon.law.yale.edu
www.fordham.edu/halsall/
chnm.gmu.edu/wwh/index.php
worldhistoryforusall.sdsu.edu/
Stanford History Education Group
•  Historical Thinking Matters
http://historicalthinkingmatters.org/
•  Reading Like A Historian
http://sheg.stanford.edu
•  Beyond the Bubble
https://beyondthebubble.stanford.edu