A strategy that combines fiction and nonfiction texts to guide students in analyzing historical agency.

Authors of historical fiction for children and adolescents often anchor their narratives in powerful stories about individuals. Emphasis on single actors, however, can frustrate students’ attempts to understand how collective and institutional agency affects opportunities to change various historical conditions. History Book Sets (HBS) that focus on experiences of separation or segregation take advantage of the power of narratives of individual agency to motivate inquiry into how collective and institutional agency supported or constrained individuals’ power to act.

History Book Sets combine a central piece of historical fiction with related non-fiction. By framing a historical issue or controversy in a compelling narrative, historical fiction generates discussion regarding the courses of action open not only to book characters, but to real historical actors. Carefully chosen non-fictional narratives contextualize the possibilities and constraints for individual action by calling attention to collective and institutional conditions and actions.

1. Select a piece of well-crafted historical fiction that focuses on a historical experience of separation or segregation (NCSS Notable Books is a good    place to start). The example focuses on Cynthia Kadohata’s (2006)  Weedflower—a story that contrasts a young Japanese-American internee’s    relocation experience with a young Mohave Indian’s reservation experience.
2. Select two pieces of related non-fiction that provide context for the historical fiction. Non-fiction should include courses of action taken by    groups and institutions, as well as individuals. This example uses Joanne Oppenheim’s (2007) “Dear Miss Breed”: True Stories of the Japanese    American Incarceration During World War II and a Librarian Who Made a Difference and Herman Viola’s (1990) After Columbus.
3. Select photographs that visually locate the events in the literature. Duplicate two contrasting sets of photographs.
4. Reproduce templates for poem (Template A) and recognizing agency chart (Template B). The recognizing agency chart works best if students begin    with an 8½x11 chart and then transfer their work to larger chart paper.
5. The time you need will depend on whether you assign the historical fiction for students to read or use it as a read-aloud. Reading a book aloud    generates conversation, ensures that everyone has this experience in common, and lessens concerns about readability. If students read the    book independently, plan on three class periods.

1. Recognizing Changing Perspectives. In making sense of historical agency, it helps if students recognize that different people experience historical    events differently. For instance, the main fictional characters in the example have quite distinct views of relocation camps. The packets of    photographs help children interpret changing perspectives, and the biographical poem provides a literary structure for expressing their    interpretations.
   • • Organize the students in pairs. Give half the pairs Packet A (Japanese Experiences); half Packet B (Indian Experiences). Students write captions for the pictures explaining how the experiences pictured influence characters’ view of the relocation camp.
     • Drawing on their discussion and readings, each pair of students writes a biographical poem (see Template A) representing how their character’s ideas and attitudes change over the course of the story.
     • Display captioned pictures and poems where students can refer to them during the next activity.
2. Recognizing Agency: What Can be Done?
   • • Distribute Recognizing Agency chart (Template B). Work through the chart using a secondary character in the historical fiction as an example.
     • Assign pairs of students to a fictional or historical participant. For example, students might investigate the fictional main character or a family member or friend or students could investigate a historical participant.
     • Display charts. Discuss:
       

       1. Why do some people, groups and institutions seem to have more power than others?
       2. How can people work most effectively for change?
       3. Can you identify strategies used to alter other historical experiences of separation or segregation?

3. Agency Today. After considering the kinds of agency expressed by people    during the past, students might write an argument for or against    contemporary issues that surround the topic. For instance in the example,    students investigate efforts to restore the relocation camp.

1. Book selection presents the most common pitfall in developing and using    an HBS. Historical fiction presents a two-pronged challenge: If the    narrative in the historical fiction does not hold up, good historical    information can’t save it. On the other hand, a powerful narrative can    convince students of the “rightness” of very bad history. Never use books    you have not read! With that in mind:
   • • Make sure you check out reviews of historical fiction and non-fiction (i.e.    Hornbook, Booklinks, Notable Books) or more topic-specific reviews such    as those provided by Oyate, an organization interested in accurate    portrayals of American Indian histories.
     • Choose non-fiction emphasizing collective and institutional agency that    contextualizes actions in the novel.
2. Because students’ identification with literary characters can be quite    powerful, use caution in identifying one historical group or another as    “we.” Implying connections between historical actors and students    positions students to react defensively rather than analytically. None of    your students, for instance, placed people in relocation camps or on    reservations, but referring to past actions by the U.S. government as    something “we” did can confuse the issue. Students are not responsible    for the past, but as its legatees they are responsible for understanding    what happened well enough to engage in informed deliberation about the    consequences of past actions.
3. Historical Book Sets are designed to work against tendencies to    overgeneralize about group behavior (i.e. assuming all European    Americans supported internment). In response to overgeneralization, ask    for (or point out if necessary) counter-examples from the book set.    Occasional prompting encourages students to test their generalizations    against available evidence and to think about within-group as well as    between-group differences.
4. Historical Agency: Internment and Reservation at Poston. Background for the teacher: Groups and individuals exercise power differently, depending on the social, cultural, economic, and political forces shaping the world in which they are acting. In the case of the internment and reservation systems, for example, the power of Japanese-Americans to resist internment was quite different from the power of the War Relocation Authority to enforce relocation. Or, consider that the options available to Japanese men were quite different from those available to women or to the Native American residents of the Poston reservation. Introducing the concept of historical agency—what action was possible given the historical moment—can be a powerful tool for making sense of past behaviors. Power is a familiar concept to students who, with relatively little prompting, understand not only that larger forces may limit or expand opportunities for action, but that individuals may not all respond in the same way to those opportunities. Beginning by recognizing different perspectives on an event prepares students to consider why people might take different action, and comparing responses to action prepares students to consider available options for expressing agency. This, in turn, reinforces an important historical understanding: nothing happens in a vacuum. By placing so much attention on individual agency (often some hero or heroine), history instruction too often ignores persistent patterns of collective and institutional agency. This is not to dismiss narratives of individual agency. This HBS begins with Sumiko’s and Frank’s story because individual agency captures students’ interest and engenders a level of care that motivates further investigation of the differential agency expressed by the individuals, groups, and institutions that framed Sumiko’s and Frank’s historical choices. * Agency refers to the power of individuals, groups, and institutions to resist, blunt, or alter historical conditions. Differential agency refers to differences in potential for and expression of power within and between individuals, groups, and institutions.

KWL Guides—what do I know, what do I want to know, what have I learned—offer a straightforward way to engage students in historical investigation and source analysis.

Using KWL guides in elementary history classes empowers students and teachers.

1. KWL guides engage students via a simple format. They place the students'    observations, questions, and knowledge development at the center of    exploring historical sources. Students are able to connect new knowledge    to prior knowledge, and generate and investigate questions.
2. Most elementary teachers are familiar with KWL guides to structure    inquiry in various subjects, from literature to science, but analyzing    primary historical sources can be a new experience, leaving teachers    hesitant to incorporate them in their teaching. Applying the KWL    approach to primary source analysis encourages teachers to adopt a    constructivist approach to history instruction, as it taps their confidence    in using a familiar strategy to teach a new subject.

The KWL chart is a metacognition strategy designed by Donna Ogle in 1986. It prompts students to activate prior knowledge, generate questions to investigate, and inventory the new knowledge that emerges from investigation. The acronym stands for: K: students identify what they already KNOW about a subject. W: students generate questions about what they WANT to learn about the    subject. L: students identify what they LEARNED as they investigated. In lower elementary history studies, the entire class looks at projected images or documents and together fills out a KWL chart. In the middle grades teachers may model the process. Once students gain proficiency, they are allowed to work in pairs or groups. Primary sources can be incorporated at various times during a history lesson. Teachers may use them to introduce a unit or to expand a student's understanding and empathy for a topic. Directions below describe how to use the KWL primary source analysis during a unit, but they are easily adapted to use at the start of a unit.

1. Choose a source to explore with your students. Books in school or public libraries also offer historical images and documents.
   

   Source Subject When seeking images, artifacts, or written documents that align with your history unit, consider four ways that primary sources enhance history learning:

   1. Motivate historical inquiry
   2. Supply evidence for historical accounts
   3. Convey information about the past
   4. Provide insight into the thoughts and experiences of people in the    past (1)

   Your source should match one or more of these criteria; they are not mutually exclusive. You may find a source that you believe will motivate your students' learning and it also provides a vivid, intriguing glimpse into the experiences of people in the past. Or you may choose to examine with your class a source cited as evidence in one of the historical accounts that you read together, and then discover the source conveys additional information about your topic. Source Format In terms of primary sources, elementary schoolchildren often engage most successfully with visual images, especially pictures that feature children or dramatic action. Don't discount written documents, however, especially in the middle grades, although you might need to abridge a lengthy document or model the process of paraphrasing with short excerpts.

2. Copy the source to an overhead transparency or into a file for an LCD projector. You can give students their own copies to view at their desks and put in their history folders, and post one on the class's history timeline.
3. Decide when you will examine the source. To scaffold source explorations, schedule them between reading historical fiction and/or nonfiction to provide context.
4. Decide how to display and write on the class KWL chart. Using a transparency is fine, but could limit ongoing student access to the chart. ]KWL charts can be constructed on poster boards, whiteboards, or butcher paper for permanent display; these can be added onto as you explore other elements of your history unit. The posted chart is a visual reminder of students' growing prior knowledge as they move on to investigate other sources. When they are asked to interpret new sources, they can reference what they have studied previously. For students working in groups, make copies of the KWL chart for all students.

1. Review the class's history learning to this point. Have students take turns walking and talking sections of your unit timeline, or ask students to brainstorm important themes they have explored thus far. In middle elementary, ask students to pair up and explain to another student what they learned the previous day. For lower elementary, call on students at random to share their thoughts with the whole class. 2. Following this review, explain that students can explore more about (the unit topic) by studying an information source from the actual time of the historic event. To illustrate this idea, contrast the date of the source you are examining with the copyright date of a fiction or nonfiction book you have read to your class. Eventually, at the end of this activity, you will return to the book and help your students understand how its author may have examined primary sources as s/he prepared to write it. 3. Introduce the KWL chart with knowledge questions as a guide to explore a source. If you have not used a KWL before, or if students are not familiar with the format, explain what the letters stand for and how they help us look closely at a source of information, make a list of what we already know about the source, and ask questions to help us learn more. 4. Model the KWL process with the entire class. Project a source via LCD or overhead projector. Conduct the K portion of your KWL (what do I think I already know about this source). After students carefully read or view the source, brainstorm a list of things they know about the image, artifact, or document. To help students activate their knowledge, structure interactions with sources by asking:

What/who do you think is in the source? (inventory the objects in an image or the components of a written source) What do you think is happening? (summarize the action or meaning) When do you think it is happening? Why do you think it is happening? Why do you think someone created the source in the first place? How did you come up with your answers? If people appear in the document or image, how do you think they felt?

5. Conduct the W portion (what do I want to know and how can I find out more). Ask students to:

Brainstorm aspects of the source they are uncertain about Brainstorm a list of questions about the source itself Brainstorm how they might find answers to their questions

6. Conduct the L portion of your KWL (what I've learned about or from this source).

Seek answers to the questions, or return to them as you investigate other sources and topics for your history unit and as answers emerge from those explorations. If you decide to investigate some questions right away, have the entire class work together, or divide students into groups and assign each group a question to investigate. Groups can use such research resources as the internet, school media center, or oral history interviews. Give the groups any books related to their question. When you send groups to the media center/library, alert your media specialist in advance so s/he may assist students with their searches. This activity is an excellent way to introduce or reinforce the use of search engines, tables of contents, and indexes to locate information. Update the guide by inventorying what your students have learned about the source and about the larger history topic by studying this source.

7. Brainstorm and take inventory of remaining unanswered questions raised by students while investigating the source.

Extend learning for better readers. Ask them to decipher and summarize the document. They can then share their results with the rest of the class. If you determine a document is too difficult for any of your readers to decipher, create a simpler version for students to study.

• Copying images. Sometimes it's difficult to get a good copy. File size and type vary and may affect the quality of a reproduced image. If you find an image you want to use but it does not copy clearly, try using Google or another internet image search engine to locate that image in a different format or size.
• Selecting documents. When a document is only available in an original handwritten form, deciphering it can pose a challenge for teachers as well as students. Try to find documents that have been transcribed into readable type.
• Some documents are beyond the comprehension level of those students who read at or below grade level. If you want to use a source that fits this scenario, try the following:
• A common pitfall in executing KWL is the inclination to close discussion following the L step. Authentic learning exploration begins and ends with questions. When teachers demonstrate that it's natural and desirable to have ongoing questions, they send the message that questions are a crucial part of education. Asking questions doesn't indicate a lack of knowledge, but is evidence of an active mind. To honor questioning as the foundation of learning, KWL should perhaps add a fourth step: Q.

KWL Image Exploration: Segregated Public Places The history of Jim Crow laws in the U.S. is the history of segregated neighborhoods, schools, public areas, hotels, restaurants, marriage, transportation—essentially every aspect of daily life. Though these practices were outlawed by civil rights legislation in the 1960s, their legacy of poverty and prejudice persists. It is essential that today's students not only learn the history of segregation but care about its aftereffects. Photos of Whites Only and Colored signs on water fountains, restrooms, waiting rooms, and entrances to buildings are powerful resources that engage student empathy for the African American experience under Jim Crow. This KWL photo analysis is most effective when preceded by explorations of pre-slavery African cultures, slavery, the Civil War, the 13th and 15th Constitutional Amendments, and sharecropping. As the first activity that explores segregation laws, it illustrates the reality of separate public accommodation as humiliating, degrading, and a clear signal that not all people were considered equal in America.

Credit for first using KWL as a historical source analysis guide goes to the second- and third-grade teachers who piloted the Bringing History Home curriculum at the Washington Community School District in Washington, Iowa. These teachers came up with KWL as a simple alternative to the NARA historical analysis guides. I am, as always, deeply indebted to BHH teachers for their innovative, inspired ideas.