1. “The qualifications for self-government in society are not innate. They are the result of habit and long training.” Thomas Jefferson, 1824. Major funding provided by: the National Endowment for the Humanities, Auburn University, Indiana University

2. Major funding provided by: the National Endowment for the Humanities, Auburn University, Indiana University John Saye, Cory Callahan Auburn University Tom Brush Indiana University

3. The PIH Mission To develop and support a community of master teachers who: Focus their teaching on developing civic competence Are skilled in engaging their students in problem-based historical inquiry

4. Promoting Civic Competence Preparing informed citizens of a diverse democratic society who can reason together about the public good

5. Overview of Presentation Program Rationale What is Problem-based Historical Inquiry? Challenges to PBHI Implementation Affordances of Technology Examples of PIHNet Learning Environment

6. PIH Rationale History’s prominence in 6-12 curriculum demands a focus on civic competence What are the requirements for civic competence in a constitutional democratic republic?

7. PIH Rationale “Democracy is an on-going, creative struggle to work out a way of living together fairly, freely, and equally.” Walter Parker, 2001

8. PIH Rationale Assumptions about Democratic Life Pluralistic democratic societies are innately conflictual Competent democratic citizenship requires: Experience with persistent societal conflicts Resources for reasoning together about the public good

9. PIH Rationale Pragmatism Current approaches show little effect Disengagement Failure to think deeply Current approaches lack focus and authenticity Cohesive conceptual framework Real world purpose for history study

10. PIH Curriculum Organization Persistent IssueRepresentative TopicsTopic-Specific Issue When are citizens justified in resisting governmental authority? American Revolution English Civil War Palestinian Intifada Revolution: Were the colonists justified in revolting from Great Britain? What actions are justified in the interest of national or community security? Native Americans Ming Dynasty Isolationism Rise of Fascism Native Americans: Were European-American policies towards Native Americans justified? When are nations justified in intervening in the affairs of other countries? Crusades WWII Vietnam Vietnam War: Should the U.S. be praised or condemned for its Vietnam policies?

11. Problem-Based Historical Inquiry (PBHI) Historical Inquiry Refocused for Civic Purposes Standard historical inquiry Problem of meaning making: Interpreting Texts & Constructing Narratives “What were the events and causes of the Boston Massacre?” Problem-based historical inquiry Focus on ethical decision-making “Were colonists justified in actions they took against British authority?”

12. Problem-Based Historical Inquiry (PBHI) Focus on Reasoning about Ethical Issues Issue: What actions are justified to create a more just, equal society? Proposal: Reject pacifism & integration Right to self-defense Separatism

13. Challenges of Implementing PBHI: Learners Learner Obstacles Motivation Cognitive load of ill-structured problems

14. Learner Obstacles to Competent PBHI: Cognitive Load Building a Model of the Problem Landscape Historical Thinking Epistemological assumptions Disciplinary knowledge Declarative & Conceptual Procedural & Strategic Metacognitive Dialectical Reasoning

15. Technological Affordances: Learner Engagement Realistic representations and multiple media Support for Disciplined Inquiry Conceptual, chronological database structure Introductory essays hyperlinked to: Related primary documents Conflicting accounts Embedded expertise: Structured inquiry activities & strategic scaffolds On-line models

16. Database Structure/ Links to Primary Documents

17. Hyperlinks Confront with Conflicting Accounts

18. Embedded Expertise: Structured Inquiry with Contextual Cues/ Strategic Scaffolds

19. No “Ghost in the Machine” Utilizing the affordances of PIH infrastructure hinges on skilled teachers Soft Scaffolding: Spontaneous Interchanges in the construction zone

20. Challenges of Implementing PBHI: Teachers Teacher Obstacles Vision: Lack of PBHI models Time demands: Preparation / implementation Cognitive load of inquiry practice

21. Technological Affordances: Teacher Multiple online models of PBHI Online curriculum development tools PIHNet Community Peer support Curriculum expertise Technological expertise

22. Example: Models of PBHI

23. Example: Online Development Tools

24. Example: PIHNet Community

25. The PIHnet Learning Environment A PIHnet tour

26. PIHnet Timeline Summer 2003 - First PIH Summer Seminar YR 2003-04: First PIH Fellows pilot PIHnet Summer 2004 2nd PIH Summer Seminar Phase 1 of PIHnet open for enrollment YR 2004-05: Develop distance professional development infrastructure Collaborate to develop new DP content databases

27. For More Information Contact: John Saye - sayejoh@auburn.edusayejoh@auburn.edu Tom Brush - tbrush@indiana.edutbrush@indiana.edu Visit our web site: http://www.pihnet.org