1. Synthesizing Historical Significance American History Foundations August 8, 2012 Fran Macko, Ph.D. fmacko@aihe.info

2. Framing the Session What historical events, people, themes and issues are important to remember? How do historians determine historical significance? What strategies can history teachers use to help their students understand and reflect historical significance?

3. What is Historical Significance? The concept of historical significance is a variable, not a fixed one. Historians select and emphasize certain facts and information and de- emphasize others. The resources that historians value the most become the basis for their accounts of an event.

4. What are the criteria for determining historical significance? Contemporary significance –How important was it to the people of the time? Profundity –How deeply were people affected? Quantity –How many people were affected? Durability –How long lasting were the effects? Relevance –How does it help us understand current issues and events?

5. How does understanding historical significance support learning? Central to the critical reading and analysis of history is an understanding of historical significance. Understanding historical significance: –supports students in making connections across texts. –supports students in moving beyond the memorization of facts and dates. –supports students in thinking critically about content. Once students have acquired new content information and concepts they can use the framework of historical significance to rework, apply, and extend their understandings.

6. What are some strategies for teaching historical significance? Popular strategies for understanding historical significance are: –Fact Pyramid –SPAWN –Timelines – RAFT

7. What is RAFT? RAFT is a writing strategy that: –gives students the opportunity to project themselves into unique roles and look at content from unique perspectives. –can be used to explain processes, describe a point of view, envision a potential job or assignment, or solve a problem. –can be used for assessment, class presentations, portfolio projects or as a response to content. –provides a focus for writing. RAFT requires students to think critically about their reading or viewing in order to take on a new role, match the audience to the role, create a format that would fit that role, and cover specific topics from the content.

8. What are the steps in the RAFT strategy? Review the RAFT acronym with students, explaining what each letter stands for: – R – Role (role of the writer) – A – Audience (to whom or what the RAFT is being written) – F – Form (the form the writing will take, as in letter, song, etc.) – T – Topic (the subject focus of the writing)

9. Scaffold the strategy by beginning with a prescribed RAFT to model the process. Use a specific text or image to model the strategy. Provide a completed RAFT graphic organizer. Stress that RAFT writing allows for creativity, but must accurately reflect the content just learned.

10. As students become more proficient in the strategy, have them develop their own list of possible roles and audiences, formats and topics. This allows students to demonstrate their understanding of historical significance and multiple perspectives and synthesize their learning through writing.

11. What types of sources can be used as prompts for RAFT? RAFT is a flexible strategy that can be used with a variety of sources. These sources can be used as prompts for RAFT writing. Primary Sources Non-Fiction Fiction Interviews Artifacts Videos Periodicals Poetry Music Art

12. The RAFT Graphic Organizer RAFT RA FT R= Role What role (s) will you assume as writer? A= Audience Who or what will be the audience for writing? F= Format What format will the writing take? T= Topic Define the topic, determine questions to be answered and point to be made.

13. Modeling the Strategy The Stamp Act

14. Modeling the Strategy: Using an Image as a Prompt

15. Prescribed RAFT Assignment RAFT R Reporter for a Boston Newspaper A People who read the newspaper F Interview T Public Reaction to the Stamp Act

16. Working with a partner generate a list of interview questions that would match the role, audience, and content of the RAFT assignment. What factors would influence what questions a reporter would ask of the people in the image?

17. On Your Own

18. Working with a partner: –discuss the image and create 2 possible RAFT assignments. –select one of the two texts from the document packet and create 2 possible RAFT assignments.

19. Adapting RAFT to Your Classroom How might you use RAFT in your social studies classroom? What adaptations to the strategy would you make?

20. Extension and Differentiation The student selects the role and audience and the teacher selects the format and topic. Students write the RAFT in small groups. Students write from the perspective of an historical character. RAFT is used a pre-writing activity before a small group or class discussion. What other extensions or differentiations can you think of?