lp4_10

Thursday, November 18, 2010. In districts.
 * Lesson Planning 4**

Before the lesson: Review historical thinking and approaches to primary source documents at [|http://historicalthinkingmatters.org/why.html.]

Agenda for the Workshop:
 * 1) Student Inquiry reviewed
 * 2) Essential questions explained
 * 3) Working with documents-- a hands-on approach:
 * document analysis (activity below)
 * document-based questions (in general/ a discussion)
 * 1) Working with your own documents (worksheet)
 * working with our lessons
 * What are our essential questions?
 * What documents will we use?
 * framing document
 * What will students find looking at this?

//**INQUIRY BASED LEARNING**//

"Tell me and I forget, show me and I remember, involve me and I understand." “Inquiry is any process that has the aim of augmenting knowledge, resolving doubt, or solving a problem.” ---Wikipedia

In inquiry-based learning teachers emphasize the development of inquiry skills and habits of mind that promote lifetime learning and creative thinking and problem-solving skills. Students make observations, collect, analyze, and synthesize information, and draw conclusions about a question or problem. Inquiry often does not seek a “right answer” because often there is not one. Teachers focus more on "how we come to know" by presenting evidence and information and encouraging student questioning which leads them to construct their understanding of the stated problem. Questions are at the heart of inquiry learning. While questions are also a part of the traditional classroom, the sources, purposes, and the questioning itself are quite different. The traditional classroom is focused on mastery of content; the inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. This inquiry approach is more student-centered, with the teacher acting as a facilitator. Students are more involved in the construction of knowledge through active involvement. They make observations, collect, analyze, and synthesize information, and draw conclusions about a question or problem. Inquiry often does not seek a “right answer” because often there is not one. Teachers focus more on "how we come to know" by presenting evidence and information and encouraging student questioning which leads them to construct their understanding of the stated problem. Dennie Palmer Wolf ("The Art of Questioning," Academic Connections" (Winter 1987): 1-7.) suggests that there are four major types of questions: inference questions, interpretation questions, transfer questions, and questions about hypotheses. Click on the link to learn more.

> National Research Council, Washington, DC: National Academy Press, 1999. (online book) This site features useful information on inquiry-based education.
 * Resources**
 * America's History in the Making
 * Bransford, John, Ann Brown, and Rodney Cocking, eds. HOW PEOPLE LEARN.
 * Concept to Classsroom
 * [[@http://www.exploratorium.edu/IFI/resources/index.html|Institute for Inquiry    San Francisco Exploratorium   ]]
 * McKenzie, Jamie. “The Question Is the Answer”
 * Teachnology
 * Wolf, Dennie Palmer. "The Art of Questioning," ACADEMIC CONNECTIONS (Winter 1987): 1-7.
 * [[file:fs7_09 SIGHT Analysis Worksheet.pdf | SIGHT Analysis Worksheet]]

//**Activity (Inquiry)**// Now examine the "Introduction" to a previous lesson. Using your knowledge about inquiry based learning and document-based questions, discuss with your colleagues how and why would you change it?



Next examine the revised version. How does it compare to your changed version? Discuss the differences in the original version and the revised version.



//**DOCUMENT-BASED QUESTIONS**//

Document-based questions, or DBQs, are open-response essay questions based on primary source documents that assess the ability of each student to work with historical sources in multiple forms.They focus on critical thinking skills and ask students to make comparisons, draw analogies, apply knowledge to the given data, and require students to apply historic analysis. Document-based questions are not only for advanced upper-level students but for all students, from elementary school through high school. To be answered correctly, students must be adept at analyzing and synthesizing the information provided. DBQs ask students to take positions on issues or problems and support their conclusions. They require students to look at issues from multiple perspectives, reconciling differing positions, evaluating the strength of particular arguments, providing authentic opportunities at a high level of thinking, and applying skills they will use as adults. First grade teachers can assess their pupil's abilities to draw information from a photograph or a video clip. Using the concepts of the time capsule or hidden chest, a fifth or seventh grade teacher could present a "newly discovered" historical record to a class with questions designed to introduce a unit of study. Document-based questions can also be a part of a more involved performance task, which may also include the production of work other than essays and may include display of student work and discussion of student analysis and evaluation of the document. [Consider the Source: Historical Records in the Classroom. 1996 The University of the State of New York; The State Education Department; State Archives and Records Administration, Albany NY; pp. 25-26.]


 * Resources**
 * Primary Source Documents: Pertaining to Early American History
 * Using Documents Based Questions
 * Primary Source Materials and Documents Based Questions>
 * Women and Social Movements in the United States, 1600-2000
 * Minding their DBQs: Tips for helping your students master Document-Based Questions.

//**Activity (DBQ)**//

This is a copy of the front page of the March, 1858 Yankee Notions newspaper (courtesy of the BPL, Rare Books Divison, photo by R. Simpson). What about this image captures your attention? What connections can you make to it? What questions do you have of it? Try using this document analysis sheet from the National Archives and Records Administration.

Here is an article from the //New York Herald,// July 27, 1869. "The Chinese Labor Question. Coolie Emigration and Stream of Industrials from Asia." Look at the section titled "Chinese Women." Or, try this article from the //San Francisco Bulletin,// November 23, 1878, "An American Citizen of Chinese Descent.".

What are the similarities and differences in point of view of the article and the cartoon? Why are they important? What else would you want to have or to know in order to understand these documents? Combined, what "story" can these documents tell?

How would you combine the article selection and the cartoon to teach a concept about American immigration 1860-1912? What essential question would you have students answer by using these two primary sources? What other documents would they need to answer that essential question? What background information would help them? How would you structure the student experience?

Keep these questions in mind as you work with your own documents. Reflect on them when we work together in Lesson Planning #5.

Use this worksheet to help you build inquiry-based learning and primary source documents into your lesson planning.
 * //ACTIVITY -- Working with Lesson Primary Source Documents//**



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