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 Chapter 1 & 2.   “…students learning history do not yet share the assumptions of historians. They think differently about text, sources, argument,

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Presentation on theme: " Chapter 1 & 2.   “…students learning history do not yet share the assumptions of historians. They think differently about text, sources, argument,"— Presentation transcript:

1  Chapter 1 & 2

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3  “…students learning history do not yet share the assumptions of historians. They think differently about text, sources, argument, and the structure of historical knowledge…students may reject the transplanted activity…Engaging students in some legitimate disciplinary activity without restructuring the social interaction or challenging students’ presuppositions may yield only ritualistic understanding.”(Bain 2000, 335)

4  To teach students that history is a discipline centered on questions and encourage them to apply information to generate interpretations about how those questions could be answered.  To teach students to understand that history is a discipline requiring its practitioners to question their sources.  To teach students that the history is alive, debatable, and connected to the present. This helps students see how the influence of the past influences the present and future.

5  Nat Turner

6 Gets students thinking about text, context, and subtext

7 Why does source authorship matter? How does source authorship influence historical memory?

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9 “By communicating at the birth of the lesson that students are examining the past with the intention of answering a historical question, I am consciously attempting to alter their perspective from one in which history is a collection of facts to one based on making arguments based on these facts.” (Lesh, 34)

10  Students read carefully selected quotes about Nat Turner ranging from contemporary editorials to historian’s interpretations.  Each source satisfies two main criteria: o They directly reflect the author’s view either of Nat Turner the individual or the rebellion. o The documents must contrast each other and show that interpretations can change over time.  Students examine the sources and identify the authors main argument and fill out the following chart…..

11 Nat Turner’s Rebellion: Evaluating Historical Opinions Source 1: John W. CromwellSource 4: The Richmond Whig Adjectives Quote Term Adjectives Quote Term Source 2: Herbert ApthekerSource 5: The Richmond Enquirer Adjectives Quote Term Adjectives Quote Term Source 3: William S. DrewrySource 6: Thomas R. Gray Adjectives Quote Term Adjectives Quote Term

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13 Nat Turner’s Rebellion: A Historical Marker You have been commissioned by the state of Virginia Historical Trust to develop a historical marker that will be placed along the roadside adjacent to the area impacted by Nat Turner and his followers. Your task is to develop the inscription for the marker that describes your interpretation of Nat Turner and his actions. Your inscription should take into account: The specific factors involved in the event The various reactions to Nat Turner (artistic and other) Why I came to this decision (What documents most impacted your decisions and why?): ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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19  Step One: Read each source and identify the author’s main argument and phrases or adjectives to promote this viewpoint. Please keep track of your observations on the chart.  Step Two: As a table, discuss the legacy of Malcolm X. In other words, how should he be remembered?  Step Three: Discuss Malcolm X’s legacy as a class.  Step Four: Create the text for Malcolm X’s historical monument  Step Five: Share historical monuments

20 Malcolm X: Evaluating Historical Opinions Use the following worksheet to record information from the various primary and secondary sources. When deciding the term that best describes the document’s position regarding Malcolm X, consider hero, villain, fanatic, religious, insane, leader, manipulative, brave, etc. Source 1: Malcolm X “Message to the Grassroots”Source 4: Malcolm X speech at Oxford Union Adjectives Quote Term Adjectives Quote Term Source 2: Malcolm X interview with Kenneth ClarkSource 5: Article from the Daily Iowan, Feb Adjectives Quote Term Adjectives Quote Term Source 3: Martin Luther King Interview with ClarkSource 6: “Actor says Malcolm X…Hero” Adjectives Quote Term Adjectives Quote Term

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23 Watch Video Clip of Malcolm X at Oxford Union, 1964

24 Malcolm X: Historical Monument You have been commissioned by United States National Park Service to develop a historical monument in Washington D.C. to acknowledge the legacy of Malcolm X. Your task is to develop the inscription for the monument that describes your interpretation of Malcolm X and his actions. Your inscription should take into account: Malcolm X before and after his leaving the Nation of Islam The various reactions to Malcolm X (artistic and other) Why I came to this decision (What documents most impacted your decisions and why?): ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________


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