Wasting Our Educational Resources

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Today's textbooks represent a system of learning and knowledge transfer that is centuries old and sorely outpaced by modern technologies. Digital textbook providers are changing the textbook paradigm but, of course, adoption is the key. Do we dare take a new direction with the authorship and delivery of educational resources? We cannot afford not to.

Traditional textbooks are often expensive, rigid, and difficult to update. It is not unusual for these texts to be out of date before they go to the book binder, leaving many students learning from outdated materials that cannot be customized, individualized, or leveraged for multimedia.

Take, for example, an article in the San Francisco Chronicle on June 29, 2011, reporting that at a local school four blue recycle bins were found filled with hundreds of unused workbooks that ranged in price from $10 retail to about $24 each. The books were supplemental English and math workbooks that came in a set with textbooks supplied by publishers. The school principal explained that districts or schools typically sign multi-year contracts with textbook publishers, which provide one set of textbooks and supplemental workbooks for every student each year. Sometimes, teachers choose not to use the student workbooks. In other cases, schools might switch midstream to a newer textbook that more closely aligns to the questions on state standardized tests, and the result is that many of the workbooks go unused.

How can we, in good conscience, accept this waste when school districts are faced with ever-tightening budgets? How much longer can we let our students suffer the consequences of outdated resources?

This is just one example of how schools deal with outdated learning materials but I assure you similar examples exist throughout the country. How can we, in good conscience, accept this waste when school districts are faced with ever-tightening budgets? How much longer can we let our students suffer the consequences of outdated resources?

CK-12 was founded in 2007 with the mission of reducing textbook costs worldwide. The fact that schools across the world are facing these textbook dilemmas fuels the CK-12 team's commitment to eradicate such waste and to provide high-quality, standards-aligned open-source FlexBooks.

Why Digital?

Quality, of course, is a critical part of the textbook equation. Unlike the rigidity of traditional textbooks, the flexibility of digital textbooks allows teachers to easily update content for accuracy and relevancy. For example, a U.S. history teacher using digital learning resources can easily update content related to September 11th with information covering the 2011 capture of Osama Bin Laden.

Perhaps the most compelling argument for digital textbooks is that they allow teachers to create scaffolded learning tools for students. We know that one text does not fit all. With digital textbooks, the materials can be adapted as needed by teachers to enhance the learning experience for students.

Unlike the rigidity of traditional textbooks, the flexibility of digital textbooks allows teachers to easily update content for accuracy and relevancy.

CK-12 and Leadership Public Schools [LPS], a network of four urban charter schools in the Bay Area, have forged a compelling digital textbook partnership that is making a measurable difference for students in need. Together, we created customized College Access Readers featuring embedded literacy supports to help bridge the achievement gap for an urban student population whose majority enter 9th grade reading between 2nd- and 6th-grade levels with math skills at the same levels.

LPS is using Algebra College Access Readers and FlexMath, an online Algebra support and numeracy remediation approach developed by LPS in partnership with CK-12 Foundation. LPS Richmond has also integrated immediate-response data with clickers.

Recent semester exams showed 92% at or above grade level, triple their performance last year and four times that of neighboring schools. This progress is particularly notable in a school in one of the highest poverty communities in California, Richmond's Iron Triangle.

So yes, the time for digital textbooks is here. The supply of quality digital textbooks is growing, as is the evidence of their positive impact. Now school administrators need to ensure their schools have the technology infrastructure and the appropriate teacher training in place to achieve widespread digital textbook adoption. Our teachers and students cannot afford for us to wait any longer.

Teaser

Do we dare take a new direction with the authorship and delivery of educational resources? We cannot afford not to.

An Introduction to Historical Thinking and Reading

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Woodcut, "Reading Lady," Sekka Kamisaka, 1909, NY Public Library
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This Flash movie begins by introducing history as a subject of study that requires thinking and asking questions. It then uses a case study about the opening hostilities in the Revolutionary War to show and explain historical reading and thinking. The movie includes historians thinking out loud about two primary source documents regarding the shots fired on Lexington Green on April 19, 1775.

Viewers simultaneously see the text and the comments and questions that historians make in response to that text (slides 5, 7). Longer, additional examples of historians thinking aloud and analyzing these documents are also available (slides 6,7). The narrator uses these examples to introduce and clarify four kinds of questions that historians ask: sourcing, contextualizing, corroborating, and close reading. With ten consecutive mini-episodes, the movie permits users to control the pace and choose to review or skip particular segments.

Primary Sources as Windows into the Past

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This 33-second student think-aloud shows a high school student reading the introduction to an excerpt from a 1925 biology textbook. During the video, she expresses excitement about the opportunity to find an answer to a question she asked about how biology had been taught in the 1920s. She also expresses enthusiasm about having access to a primary source—"the actual one," as she calls it. This video shows how using primary sources can engage and intrigue students, and is accompanied by a written commentary. Find the document the student reads here.

Film Review: The Tenth Inning Anonymous (not verified) Mon, 08/15/2011 - 15:58
Date Published
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Picture, Baseball ABC, 12 Aug 2011, Taowaki, Flickr CC
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This is the fifth in a series of film reviews reprinted from the Journal of American History. These reviews model ways of looking critically at popular films, documentaries, miniseries, and other history-based features.

Directed by Ken Burns and Lynn Novick, The Tenth Inning is a two-part, four-hour sequel to Baseball (1994), the 18-and-a-half-hour long, Emmy Award–winning documentary that was the most-watched series in public television history. In the pages of the Journal of American History 16 years ago the historian George B. Kirsch concluded his review of Baseball: “On balance, for lovers of the national pastime, Baseball is a stand-up triple. For social historians, it is a broken-bat single” (Dec. 1995, p. 1316). It was a fair, well-supported assessment.

Other reviewers were more critical; some were scathing. The hall-of-fame baseball writer Jerome Holtzman declared that Baseball was “laborious viewing,” “pretentious and repetitious,” rife with “intellectual nonsense” (”Alas, Burns’ ’Baseball’ Provides Rest for the Weary,” Chicago Tribune, Sept. 25, 1994, sec. 3, p. 15). Still, many people, including me, were impressed with what Burns and his collaborators had accomplished. Although it was not great history (and we should be mindful not to assess a documentary by the standards we use to critique scholarship), it was artful storytelling on an epic scale. But like the former slugger Mark McGwire, who in 2005 repeatedly told the House Oversight and Government Reform Committee that he was “not here to talk about the past” when its members asked him about steroids, I am not here to re-review Baseball.

That is, in terms of style and technique, The Tenth Inning is a typical Ken Burns film: ambitious, organized, thoughtful, engaging, sometimes even beautiful.

The Tenth Inning is a worthy addition to a remarkable body of work. Burns and company have yet again masterfully told a rich, dramatic story well suited for their medium (television) and their audience (PBS viewers and students of all ages). They do so by synthesizing a master narrative (read by the actor Keith David) with interesting images (photos and video), the insights of knowledgeable commentators (some of whom appeared in Baseball, such as the sportswriter Thomas Boswell, historian Doris Kearns Goodwin, and columnist George Will; some of whom will be new to most viewers, such as Marcos Breton of the Sacramento Bee and Howard Bryant of ESPN) and a handful of baseball men (pitcher Pedro Martínez and manager Joe Torre), and evocative, well-chosen music (the hard-driving “Let There Be Drums” is frequently used to good effect). That is, in terms of style and technique, The Tenth Inning is a typical Ken Burns film: ambitious, organized, thoughtful, engaging, sometimes even beautiful.

The Tenth Inning covers 17 tumultuous years of Major League Baseball history, its many ups and downs, heroics and scandals. The film’s prologue explains that, even after 150 years, baseball during the 1990s and 2000s “remained remarkably unchanged.” In his next breath, Keith David notes that it had also changed: there were Major League teams in new cities (Denver, Miami, Phoenix, and Tampa Bay); interleague play and an expanded postseason; increased salaries, attendance, home run totals, and numbers of Latin American and Asian players; a nearly catastrophic labor-management conflict; and a pervasive problem with ballplayers using illicit performance-enhancing drugs. And yet, on the field, these years witnessed some remarkable moments and accomplishments.

The film seems to argue that Gaylord Perry‘s infamous spitballs and Albert Belle‘s corked bats were the moral equivalent of Jose Canseco’s steroid juicing.

Thereafter, the “Top of the Tenth” depicts the seventh game of the 1992 National League Championship Series, when a young, svelte, multitalented leftfielder for the Pittsburgh Pirates named Barry Bonds narrowly missed throwing out at home plate a plodding Atlanta Braves base runner, Sid Bream, who scored the game- and pennant-winning run. The film then examines Bonds’s complex, surly personality and, later, how and why he ended up a San Francisco Giant. It also not-so-implicitly compares/contrasts him with another gifted son of a former Major Leaguer, Ken Griffey Jr., who played with “joyous abandon” and represented the “very best the game had to offer.”

Next, the film chronicles the vexing, complicated issue of steroid use among Major Leaguers, beginning in the 1980s, but which the film puts in a longer history of baseball cheating, or what the broadcaster Keith Olbermann describes as “artful deceptions.” The film seems to argue that Gaylord Perry’s infamous spitballs and Albert Belle’s corked bats were the moral equivalent of Jose Canseco’s steroid juicing. It adds that ours is a performance-enhancing culture. Steroids, the film makes clear, was the specter haunting baseball during most of these years.

There was, however, another cloud darkening Major League Baseball. A section entitled “Millionaires vs. Billionaires” recounts the disastrous 1994 labor-management impasse between two groups with an acrimonious history and relationship. The subsequent work stoppage cost the owners $700 million, the players $250 million, and fans over 900 regular-season games and the World Series. Howard Bryant notes that the labor conflict, which ended in April 1995 when federal judge Sonia Sotomayor issued a preliminary injunction against Major League Baseball that basically restored the expired collective bargaining agreement, proved “how little they [the owners and the ballplayers] thought of the public.” One angry fan spoke for many: “I have no sympathy for either party.”

The film makes clear that baseball is resilient.

But the film makes clear that baseball is resilient. Almost as if on cue, the modest, workman-like Cal Ripken Jr. of the Baltimore Orioles, who was approaching Lou Gehrig’s record of 2,130 consecutive games played, helped save the day by refocusing media and fan attention on the field. After Ripken surpassed Gehrig’s mark in September 1995, a fan in Baltimore held aloft a handmade sign that read “Cal Thanks for Saving Baseball.” Soon thereafter, the Atlanta Braves’s brilliant pitching trio of Greg Maddux, Tom Glavine, and John Smoltz led their team to its first World Series title since 1954. The next season, the New York Yankees hired veteran manager Joe Torre, who, along with shortstop Derek Jeter, relief pitcher Mariano Rivera (one of the many Latin American ballplayers to achieve stardom during the era), and other talented, highly paid ballplayers, helped the Yankees win four of the next five World Series.

Amid all this, home runs were flying in record numbers. So it makes sense that the film focuses on the extraordinary 1998 Mark McGwire–Sammy Sosa assault on the single-season home run record set by Roger Maris in 1961. Doing so suggests that the game had been fully re-embraced by the American public—even though the Bunyanesque McGwire (who hit a record 70 homers that season, to Sosa’s 66 and Maris’s 61) was openly and unapologetically using Androstenedione, a dietary supplement that increases testosterone levels, because Major League Baseball had not banned its use. Millions of fans and most of the media did not seem to care. “Innocence is beautiful sometimes,” says Pedro Martínez.

Here, in a two-minute nutshell (capped by the commentator Mike Barnicle’s meditation on the time he has spent with the Red Sox), is the film’s central conceit: the past and present mingle, continuity and change.

The “Bottom of the Tenth,” the film’s second episode, begins in contemporary Boston, with the sun rising on an empty Fenway Park and baseball chatter on sports radio shows. The scene briefly changes, temporally; viewers are transported into the past, via black-and-white images of historic Red Sox players and fans and the crackling of old radio broadcasts. Here, in a two-minute nutshell (capped by the commentator Mike Barnicle’s meditation on the time he has spent with the Red Sox), is the film’s central conceit: the past and present mingle, continuity and change. Here also is Burns’s true love and, it turns out, the film’s raison d’être, to which I shall return.

The episode features captivating profiles of Pedro Martínez, one of the era’s dominant pitchers (others include Maddux, Rivera, Randy Johnson, and Roger Clemens), and of superstar Japanese outfielder Ichiro Suzuki, whose hitting and fielding accomplishments earned him the 2001 American League Rookie of the Year and Most Valuable Player awards. In different ways, both Martínez and Ichiro (as he is known) represent globalization. The Dominican Republic–born Martínez, despite his brilliance, stands for the thousands of Latin Americans (many of whom are products of Caribbean-based baseball “academies” run by U.S. teams) striving to make the Majors. In Ichiro, the editor Gary Hoenig sees the full flowering of globalization, that is,

people elsewhere can take this thing that you played with and invented, and maybe to some degree spoiled with whatever is going on here, and it can go to an entirely different place and be re-created and re-grown, as if it’s a hybrid flower of some kind. Then come back and show you the game maybe in a different way and maybe in a way that it used to be but you haven’t thought of in a long time.

That is, small ball—baseball that relies on speed, spraying the ball to all fields, intelligence—the way things used to be before the long ball became all.

At a time when the country was in shock and pain, baseball, the film argues, was able to provide many people with a welcome distraction, a sense of normalcy, and a connection to the pre-9/11 world and their fellow citizens.

Of course, globalization was also arguably partly responsible for the September 11, 2001, terrorist attacks on New York City and Washington, D.C., the new century’s defining moment. At a time when the country was in shock and pain, baseball, the film argues, “our game,” to use Joe Torre’s phrase, was able to provide many people with a welcome distraction, a sense of normalcy, and a connection to the pre-9/11 world and their fellow citizens.

Less than a month later, Barry Bonds, considerably more muscular than during his days with the Pirates, ended the year with a single-season record 73 home runs, a number that was hard for many fans outside of San Francisco to imagine, let alone to cheer in the aftermath of 9/11. Increasingly, many thought that something was amiss with the game, as “rumors and suspicions about performance-enhancing drugs kept surfacing,” Keith David intones.

At this point, The Tenth Inning recounts the 2002 World Series, in which Bonds’s Giants suffered a surprising loss to the California Angels, and begins to turn its attention to the Boston Red Sox–New York Yankees rivalry, the low point of which (for New Englanders like Burns) was the Red Sox’s loss in game seven of the 2003 American League Championship Series (ALCS), when reserve infielder Aaron Boone hit a game- and pennant-winning home run in the bottom of the eleventh inning. After a brief midwestern interlude to commiserate with long-suffering Chicago Cubs fans and to recount the unfortunate 2003 Steve Bartman foul ball incident, the film returns to the Red Sox and Yankees.

By the middle of the 2000s, rumors and allegations about steroid use in baseball could no longer be ignored.

This is the film’s best, most impassioned section. It introduces us to the ”idiot” Red Sox of 2004, the scrappy, talented band of hirsute brothers who refused to take themselves too seriously. Once again, they were in the ALCS, battling the Yankees, who had added all-star third baseman Alex Rodriguez to their roster and took a 3-0 lead in the best-of-seven series. Nevertheless, thanks to their never-say-die spirit and the clutch hitting of David Ortiz, the Red Sox did the unprecedented: they won four games in a row. In comparison, sweeping the St. Louis Cardinals in the World Series was almost anticlimatic. With Bruce Springsteen’s “Glory Days” pounding in the background, Keith David declares: ”From Bangor, Maine, to New Haven, Connecticut, from Burlington, Vermont, and Charlestown, New Hampshire, to Providence, Rhode Island, millions rejoiced.” It had been 86 hard years since the Red Sox’s last world championship (during which time the Yankees had won 26), and generations of fans experienced something like orgasmic individual and collective catharsis. For some it was a dream come true.

Baseball nightmares were coming true, too. The Tenth Inning’s third-to-last and penultimate sections are about the rampant use of performance-enhancing drugs and the buildup and reactions to Bonds breaking Henry Aaron’s all-time home run record, which he did in 2007. By the middle of the 2000s, rumors and allegations about steroid use in baseball could no longer be ignored. In 2005 Congress investigated the matter, and the recently retired Jose Canseco published Juiced: Wild Times, Rampant ’Roids, Smash Hits, and How Baseball Got Big, in which he admitted his own steroid use and named other users.

Eventually, baseball acted. It commissioned a study, headed by the former senator George Mitchell, to investigate the matter. The “Mitchell report” findings, released in December 2007, were damning, implicating over 80 players as likely steroid users, most notably Roger Clemens, who denied the claims. The retired McGwire eventually admitted he had used steroids for most of his career, including during the 1998 season. It was a sorry spectacle, albeit one that did not seem to have a significant impact on the game’s popularity. “Baseball had a black eye,” Joe Torre admits,

but I’m not sure that everybody should have been named. It’s a sad time, but it’s something we have to deal with, we have to get through it, and hopefully there is sun shining on the other side of this thing, because this game is too beautiful to have a lasting scar on it.

Burns and company seem to agree: the film’s concluding section is entitled “The Sun Shining.” Major League Baseball, which generously cooperated with the filmmakers, could not have asked for a better conclusion, chock-full of ESPN-worthy highlights and a compilation of World Series victory celebrations. Through it all, the game endures. Mike Barnicle (seemingly channeling Burns) gets the last word: “I do love this game. I love being there,” the middle-aged Massachusetts native explains, as the camera fades to an empty Fenway Park at night.

Other than my home, other than being with my family, it is, I can honestly say, the one place I truly feel at home, at peace, comfortable, is at Fenway Park watching the Red Sox play. I always have, through losing years, winning years, I just feel it’s a piece of my home.

The Fenway Park lights are turned off. We hear radio baseball chatter, some of it in Spanish. Boston’s lights twinkle.

Before watching The Tenth Inning on TV, I wondered: why does Baseball need a sequel? Eighteen-and-a-half hours seemed like enough. Moreover, do the math: 150 years of baseball history get 18-and-a-half hours, but 17 years of recent history, which most baseball fans over 30 years old remember, get four?

Burns basically said the same thing many times while promoting Baseball in 1994: that baseball is a way for us to consider who we have been, who we are, and what we value.

Thankfully, the answer to my question can be found on the DVD’s special features, where Burns says: “Let me just lay my cards flat on the table. I think we’ve done this update because the Red Sox won the World Series in 2004.” I appreciate the candor. He adds:

There was something incredibly joyous for those of us in New England to watch our Red Sox finally kind of get the monkey off the back and win the World Series in 2004 and it’s a dramatic story of how they did it. But you also begin to realize that baseball had mirrored us in many other ways, and it was important to begin to gather the threads of what those mirrors were, good and bad.

The mixed metaphor notwithstanding, Burns basically said the same thing many times while promoting Baseball in 1994: that baseball is a way for us to consider who we have been, who we are, and what we value.

In addition to being consistent, Burns has also matured. One way The Tenth Inning is better than Baseball is that it avoids most of the grandiloquent pronouncements found in the 1994 series, which is what Jerome Holtzman meant, I think, when he assailed its “intellectual nonsense.” To the filmmakers’ credit, there is not a lot of that in The Tenth Inning. Burns, Novick, and fellow writer and producer David McMahon understand that baseball is primarily about narrative and numbers, continuity and change; that it is a game, a big business, and a revealing cultural institution, but not always in that order. Rather than overrelying on “talking heads” to rhapsodize about the game’s pleasures and meaning, The Tenth Inning uses them more judiciously than did Baseball. This is prudent and allows the game itself, on the field, its sights and sounds and personalities, to do much of that work. In effect, less George Will and Thomas Boswell is more.

At the same time, there is, sadly, a noticeable absence: Buck O’Neil, the former Negro league ballplayer and manager, the first African American coach in the Majors, and the man who charmed many Baseball viewers with his enthusiasm and storytelling, died in 2006. The film is dedicated to him. In his stead, the film’s makers frequently use Mike Barnicle to lend the series some heartwarming authenticity, from a devout fan’s perspective, rather than that of a “baseball man” like O’Neil. It usually works.

There are, of course, small mistakes; there always are: a few misleading, chronologically incorrect photos, for example. None of which do much if any damage. More important, though, there are places that need more context and analysis.

In the “Top of the Tenth,” the narrator Keith David explains that one reason for Major League Baseball’s popularity after the 1994 strike was that team owners had

found a new old way to bring fans back to the game. It had all started in Baltimore, on the waterfront, with Camden Yards. With its brick facade and asymmetrical outfield fence, it was a welcome departure from the sterile, concrete, suburban stadiums that had been built in the early 1970s. People came in droves. Over the next 18 years, 19 other clubs would replace their stadiums with cozy new ballparks, publically financed architectural acts of faith that many hoped would rehabilitate the fading economies of their inner cities as much as the fortunes of their teams.
I know a nine-year-old boy who is a serious baseball fan. For him, every image, anecdote, and storyline in The Tenth Inning was a revelation, a valuable history lesson.

Is this an accurate assessment? Yes and no. Oriole Park at Camden Yards was the first “retro” ballpark, but it opened in 1992, more than two years before the work stoppage. Camden Yards is in downtown Baltimore, but blocks away from the waterfront. People did come in “droves,” but partly because the Orioles were competitive from 1992 to 1997 (they were in the ALCS in 1996 and 1997) and there was no Major League Baseball in nearby Washington, DC. Many cities built “new old” ballparks, but the notion that doing so would reinvigorate struggling local economies has long been debunked by an array of economists, one of whom appears in the film, Andrew Zimbalist, yet not in this part, where he is much needed. In general, the problem here is superficiality, a lack of context and rigor, which is sacrificed in the name of narrative efficiency.

Someone more knowledgeable about Barry Bonds might level the same criticism about how The Tenth Inning represents him. Not me. The Bonds that emerges here strikes me as appropriately complicated. He is supremely talented and confident yet insecure, sometimes petulant and mean-spirited. At turns charming and confrontational. He is hard working, driven, and seemingly ethically challenged. Haunted by history and eager to make it. Beloved in San Francisco and loathed just about everywhere else. He is obviously the film’s metaphor for accomplishment and corruption, for all that was great and disappointing about the historical moment.

For many viewers, this is not a trenchant insight. Indeed, this was the most common criticism in the media about The Tenth Inning, its lack of revelation. According to the critic Mike Hale, “There was little in ’Baseball’ that was new to the knowledgeable fan; in ’The Tenth Inning,’ there’s little that will be new to even the casual fan” (”Ken Burns & Co. Return to the Old Ballgame,” New York Times, Sept. 27, 2010, p. C8). Maybe. Then again, I know a nine-year-old boy who is a serious baseball fan. For him, every image, anecdote, and storyline in The Tenth Inning was a revelation, a valuable history lesson. The same is undoubtedly true for myriad others, of all ages.

Bibliography

This review was first published in the Journal of American History, Vol. 98, No. 1, 287–291, 2011. Reprinted with permission from the Organization of American Historians (OAH).

Using Visual Fine Arts to Enrich Understanding

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Poster print, 1867, L'art Nouveau S. Bing, Tiffany, art glass, Meunier bronzes
Question

What resources or techniques would you recommend for teaching using art and its analysis in the social studies/U.S. history classroom? I have already read "Historical Evidence in the Material World: Art History, Material Culture, and Historical Thinking" on your site. In this instance, we are concentrating on the visual fine arts – painting and photography.

Answer

Things have changed since teachers had to go through their private and local libraries to create slideshows using art to teach history. Now with a click of a mouse and a projector, we can show students provocative works of art. And while including art in your teaching will, no doubt, engage some of your reluctant students and add variety and aesthetic appeal to your curriculum, deliberate methods are required when teaching students to analyze the visual fine arts as a means to learn about the past. And those methods require slowing down when we observe and discuss a piece of art.

It may be useful to think about three things as critical to teaching students how to analyze art as historical artifacts:

  • Close reading (and we use the term “reading” broadly here, referring to observing the item closely);
  • Feeling and considering the emotional impact of the piece;
  • Considering the historical context of the piece.
  • You’ve started with a good entry that introduces some key aspects of using art. Author Carolyn Halpin-Healy, talking about how to use material culture, explains that analyzing these kinds of sources should “begin by describing the object--to analyze its structure, to consider the circumstance of its creation--and only then to propose an interpretation of the meaning of the piece.” She goes on to identify specific steps in this process that include the key aspects above.

    Deliberate methods are required when teaching students to analyze the visual fine arts as a means to learn about the past. Those methods require slowing down when we observe and discuss a piece of art.

    EDSITEMENT
    We have other resources at teachinghistory.org that address art analysis. Visit this review of a lesson plan that uses art and documents to investigate Paul Revere’s ride. The lesson comes from Edsitement, a site created by the National Endowment for the Humanities [NEH] that includes lesson plans using a variety of material culture for both World and American history. These plans can serve as inspiration, models, and resource banks for analyzing art in the history/social studies classroom.

    And don’t miss the NEH’s Picturing America program. It was designed to encourage and support teachers in using art to teach history and social studies. This tremendous resource includes a set of artistic works to use in the classroom, information about the works and artists, links to other sites with resources for teaching with art, and a teacher’s resource book.

    See this entry to listen to two educators talk about how they use Picturing America in their Teaching American history grant. The third video in this series may be most helpful to you since it concerns the ideas of slowing down with a piece and closely observing it while considering one’s emotional response to it.

    There are also many resources designed for teaching photo analysis in the history/social studies classroom.

    PHOTOGRAPHS
    At teachinghistory.org, see our “Using Primary Sources” feature for links to worksheets that can be used to analyze varied kinds of sources, including photos and art. See both our entry about the National Archive’s worksheets and the Library of Congress’ worksheets. In the Library’s excellent Prints and Photograph collection, you can also find help in preparing to teach students and teachers about analyzing photos as historical sources rather than as truth-telling images. Check out their resources on Dorothea Lange’s iconic migrant mother photo here and here to help you use this photo to illustrate the choices and selection that the photographer makes.

    See “Using documentary photography” for a comprehensive guide that uses the photos of Jacob Riis to illustrate the process of photo analysis. Especially helpful may be the guide’s list of questions.

    Good luck! And we’d love to hear what was most helpful to you.

For more information

For other helpful resources see:

  • Check out the Fall 2010 newsletter that focuses on the use of images in the History classroom;
  • A guide to using K-W-L charts for helping students analyze photos;
  • This question for a guide to online photo archives;
  • The “What is Historical Thinking” video on our home page. It can help make clear some of the key facets of analyzing any historical source; and
  • Search “website reviews” in the History Content section to locate websites that have art and teacher resources for using that art in the classroom.

Apprenticing Adolescent Readers to Academic Literacy

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A teacher helping her students with a reading assigment. NHEC
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Reading in the History Classroom

National test scores show that middle and high school students struggle with analytic reading. Yet, after elementary school, reading instruction is not seen as the province of any particular teacher. The authors of this study see a place for reading instruction in all classrooms, arguing that students need to continue to develop their reading abilities while also learning subject-specific reading skills. For history teachers, this means not only teaching content, but also teaching students how to read historical texts.

The Academic Literacy course the authors designed consisted of three units, one of which—Reading History—was designed to help students better understand how to approach historical texts. The authors hoped students would begin to see history as "an interpretive and contentious enterprise" rather than "a burdensome exercise in memorization." In pursuing this aim, teachers helped students develop a set of strategies for reading primary and secondary sources, exposed students to a range of texts including content-rich films, and ultimately asked them to assume the role of historian in an investigative project.

Cognitive Apprenticeship

The authors promote a cognitive apprenticeship approach to literacy development that they call Reading Apprenticeship (RA). RA "involves teachers and their students as partners in a collaborative inquiry into reading and reading processes as they engage with subject-area texts." In short, teachers model reading skills for students, serving as "master" of subject-area texts. The aim is to make visible the hidden mental processes involved in higher-order reading, showing students what successful readers do when they read.

Metacognitive Conversations

Beyond simply serving as models, teachers also promoted what the authors called a metacognitive conversation. Teachers helped students begin to compare their own approaches to reading with the approach a master reader takes. In doing so, teachers asked students to explore what kind of readers they are, what strategies they use while reading, and what sorts of things they need to know in order to understand different texts.

Learning How to Read History Texts

Using the RA model, teachers helped students improve as readers of history. Students became aware of and more capable of:

  • analyzing text structure and organization
  • close-reading and rereading for key words
  • identifying central ideas in the text
  • linking parts of the text together to construct meaning

Overall, this approach raised academic achievement on both standardized measures and those designed by the researchers. It also promoted student interest and academic identity.

In the Classroom

Think of teaching history as teaching reading. Plan lessons where guiding students in making sense of historical texts is central to the activities.

  • Begin a conversation with your students about reading history. Have them read a short excerpt from a historical text and then ask them about how they read. This can lead to a larger discussion about reading strategies in history classes.
  • Model for them how to read a historical text by "thinking aloud" while you read. You can watch a historian do it with this Scopes Trial lesson at Historical Thinking Matters.
  • You can watch a student do it with this lesson on social security at Historical Thinking Matters.
  • Begin developing some simple class best practices about how to approach reading in the history classroom.
Sample Application

The excerpts below are from an interview with a student who discusses her experience with reading in the history classroom. The first excerpt describes her typical experience before Reading Apprenticeship. The second excerpt describes her experience reading history texts in an RA classroom.

It was pretty much, answer the red square questions, explain a little, [answer the] red square questions, explain a little. And the questions just pretty much had to do with what you were reading. And it wasn't like it was spread all over the place, like you had to read it. It was just like, if the red square question was here, you knew it was somewhere around that area right there. And you could just look for the answer and copy it down and you got full credit for it. So you didn't have to read. It was something that you could like slide by without them knowing. I don't know if they cared or not, but that's the way everybody did it. You see the red square question and you sort of calculate where it's around, you find the answer, and you write it down and that's it.

Now it's like, you have to talk about it. You have to explain what you read. You have to make a tree about it, okay? And figure out those details. You have to get more into the book than you realize. So, this book is kind of different. Also the way we're talking in class.

For more information

Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko, and Lori Hurwitz, Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms (San Francisco: Jossey-Bass, 1999).

Audrey Fielding, Ruth Schoenbach, and Marean Jordan, eds., Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms, Grades 6–12 (San Francisco: Jossey-Bass, 2003).

Ruth Schoenbach, Jane Braunger, Cynthia Greenleaf, and Cindy Litma, "Apprenticing Adolescents to Reading in Subject-Area Classrooms," Phi Delta Kappan, October 2003.

The Strategic Literacy Initiative at WestEd.

Bibliography

Cynthia L. Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye L. Mueller, “Apprenticing Adolescent Readers to Academic Literacy,” in The Harvard Educational Review (71) 1, Spring 2001.

Bridging the Language Barrier

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"Three several alphabets of the Japanese language," 1727, Kaempfer, NYPL
Question

I want to have my students analyze primary sources, but too often, language is a barrier. For example, James Otis's speech on the Writs of Assistance, is too hard for 8th-grade students to understand. How can I use these types of primary sources without having to break the whole document down for them?

Answer

Excerpt and scaffold!

Don't be shy about using an excerpt from a document like Otis's rather than the entire speech. While many of us cringe at cutting rich historical documents for our students, it is a necessary step if we are to actually use them in our classrooms. Once you get past the uneasy feeling, then the choice of what to excerpt can pose additional questions. I like to start with the beginning of the document and see if I can use the opening lines. In the case of Otis's speech (or any other document) this depends upon what you are using the document for.

Using the beginning of Otis's speech might work if you are using it to engage your students with the beginning of public revolutionary talk, but not so good if you are using it to help students understand his specific complaint. So when you excerpt, think about what historical question(s) students are considering when they approach the text.

Then think short. Using documents like these is an opportunity for students to learn how to slow down, read closely, and analyze. Anyone can look up Otis on Wikipedia and find an encyclopedic entry about the content and significance of the speech. But reading the words themselves allow students to work on imagining that world, a world where lengthy speeches engaged the populace, and deliberate word choices and tone inspired passion and rebellion in an audience's heart.

But still, the language and syntax in Otis's speech are too difficult for many 8th-graders (as are many pre-20th-century sources). Given a short excerpt, students still need support. Vocabulary legends, guiding questions, working with others to translate the documents—all of these can help students comprehend and analyze the document. And this is just the beginning of a longer list of supports. An orienting headnote is probably a non-negotiable.

And then, I'll go out on a limb and say that in some cases, modifying the language of the document can be necessary. This is necessary when putting primary sources into the hands of struggling readers or English language learners. While this, again, makes many of us wince, it can make the difference between our students getting to work with primary sources and experiencing history as a vibrant and interpretive activity or merely memorizing the textbook's narrative.

Kudos to you for puzzling over how to use these challenging sources with your students.

And hopefully others will chime in with ideas!

Lower Level Learners: Teaching Their Way

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Photo, More scaffolding being built, April 13, 2005, Augapfel, Flickr
Question

How do you impart knowledge to low learner students? How do you help them understand the lesson?

Answer

That’s a big question! And an important one. While there are many methods for reaching lower level students, two key strategies can help you think this through: scaffolding and formative assessments.

Scaffolding

As teachers, we often focus so much on where we want students to be that we forget we must begin by meeting them where they are. When a building is constructed, scaffolds are placed around the building to give it additional support. As the building becomes more stable on its own, the scaffolds are removed, a few at a time. Eventually, the building stands independently of the scaffolds. Similarly, "scaffolding" your lessons provides additional support to students as they work toward understanding the content on their own.

You can scaffold your lessons in a wide variety of ways, depending on your students' specific needs. Some useful scaffolds include graphic organizers, guided notes (notes that are already partially completed for the student), pre-teaching important vocabulary, and adapting reading materials to students' reading levels. Below we discuss two of these methods: modifying documents, and using KWL charts.

Modifying Documents

Understanding the sometimes archaic or complex language of historical texts can be challenging even for experienced students of history.

Understanding the sometimes archaic or complex language of historical texts can be challenging even for experienced students of history. For struggling readers, such a task can be nearly impossible. When the choice is modifying documents or not using them at all, we support doing the former. By modernizing spelling and punctuation, removing confusing or unnecessary phrases, even replacing difficult vocabulary, you open the door for your struggling students to have more successful experiences in historical analysis. For guidance on adapting and modifying challenging historical texts, see this teaching guide on adapting historical documents for the classroom.

K-W-L Charts

Another valuable method for scaffolding, or supporting student understanding while simultaneously preparing them to become independent learners, is the "KWL chart," a simple graphic organizer in which students first list what they already know about a particular historic source (K), and what they want to know (W). This strategy not only helps you as the teacher to see where your students are at the beginning of the lesson, but also helps students read a source closely, connect your lesson with their prior knowledge, and provides a structure for students to organize their new understandings.

Formative Assessment

The KWL activity also demonstrates our second key strategy for meeting the needs of struggling students—formative assessment. As teachers, we must continually assess student understanding and use what we find out to plan our instruction. What do students already know about a topic? What have they learned from a particular lesson? What don’t they understand? Sometimes we get so caught up with planning our lessons, we forget to focus on what students actually learned from that lesson. Using K-W-L charts allows you to see what students understand at the outset of a lesson, and at its close.

The beginning portion of this video clip illustrates how one teacher works assessment into her lessons. She starts with a question, "What does it mean to be an American?" that allows her to see students' beginning ideas. Then, when students are working with historical sources about the immigrant experience, she circulates through the classroom and listens to individual students make sense of the documents.

As you continuously check for student understanding in a variety of ways, you will see how students are making sense (or in some cases, not making sense) of the material.

Formative assessments can be as simple as a brief one-on-one conversation like those shown in the video, or a short "ticket-out"—a small slip of paper on which students must write one thing they learned before leaving class for the day. They can be more complicated, such as requiring plans and drafts for written work where you can see whether students understand key aspects of historical writing, such as using evidence to support a thesis, or including important background information. As you continuously check for student understanding in a variety of ways, you will see how students are making sense (or in some cases, not making sense) of the material. You will more easily detect misconceptions and most importantly, you can use this information to plan your next instructional steps.

The fact that you are even asking this question shows that you are moving in the right direction—you are aware of how your students are doing, and you see that some of them need additional help. We wish you the best as you work to scaffold their learning, and continually assess their understanding to design lessons that will meet their individual needs.

Dirt on Their Skirts

Description

This electronic field trip looks at pioneering women baseball players, owners, umpires, and teams from as early as 1866, all the way up to present-day women playing and working in baseball. The common thread running through the stories examined is the efforts of women and girls to be a part of America's national pastime: baseball.

Many Americans are surprised to learn that women once played professional baseball in the All-American Girls Professional Baseball League (AAGPBL), from 1943-1954. Founded by Chicago Cubs owner Phil Wrigley as a method to entertain Americans and keep ball parks full during World War II, the league provided an unprecedented opportunity for young women to play professional baseball; see the country; and aspire to careers beyond the traditional female roles of teacher, secretary, nurse, librarian, or housewife.

Making the Leap

Article Body

Teachers and students have had a love-hate relationship with the history textbook for as long as there have been history textbooks to read (or, more to the point, to assign for reading). This really hit home for me in 2008, at the end of one of the most frustrating school years ever. My students had turned hating the textbook into an art, and I was determined to figure out why and find some solutions that would work in my class.

Across the board, students said that they would be significantly more likely to read if the reading were shorter and more engaging.

At the end of that year, I gave my students a survey, asking them about the book, the class, what worked, and what didn’t. Some of the results were surprising, most were not. On the one hand, 66% of my students said that, taken as a whole, reading the textbook was helpful in understanding/being successful in the class. On the other hand, only 40% said that they read at least 80% of the time (and only 15% said that they read all the assignments). Across the board, students said that they would be significantly more likely to read if the reading were shorter and more engaging.

Thus began my team's efforts to find alternatives to the book. Our first goal was to find readings that would be more targeted to the goals we have for our class. A second, and still very important goal, was to make sure that it did not involve any additional cost to the students. Turning to the internet was the most obvious choice.

The result of our efforts was the creation of e-learning folios for each unit. Students are given "big picture questions" for the unit, followed by a series of thematic "learning modules" that students read for class and lists of key terms and ideas that accompany each of them. The learning modules are comprised of a series of links to different online sources, including online digital textbooks, digital museums, primary source readings, and online videos and lessons.

Results

Since implementing our new curriculum, we have noticed some positive results. First, our readings are more targeted. We have been able to really help our students focus on what they need to know from the reading, and we can supplement and enrich that in class. The result is that our students' reading load has been reduced by about 10%.

Secondly, our readings are richer. Rather than just giving students the textbook version of, for example, the New Deal, we have been able to incorporate more readings from historians and have encouraged them to explore a wider array of sources as part of their reading.

. . . we have been able to incorporate more readings from historians and have encouraged them to explore a wider array of sources as part of their reading.

Third, our students are encouraged to engage in more online assignments and collaboration. Using the computer to learn about history is more of the norm in our classes, rather than a novelty. Students are encouraged to use that information in new ways that engage "digital natives." Finally, our students have continued to perform. While our foray into the digital world was met, at first, with consternation from parents, in the three years that we have been using this system, our students have actually performed better on the AP US history exam than they had in the past.

With all of that said, there are still some limitations that need to be addressed. The first, and most obvious, limitation is access. While almost all of the students in my school have reliable internet access, there are still some that rely on access at school or for whom we have to provide printed copies of some articles. With nearly 29% of American households lacking reliable access to the internet (according to the Department of Commerce's Digital Nation report), the "digital divide" is still a real obstacle, and until states begin to provide students with access to computers and the internet, digital learning will never truly be the norm.

Second, we lose out on "found time" for studying. Students have lost the ability to use their time on the bus or in the bleachers after practice unless they have wireless access. One odd result has been the number of students who ask to check out a textbook instead. Some students simply prefer a hard copy. In fact, one of the most surprising complaints I have received about our system is that it is too costly. When I have asked students to elaborate on this, it has turned out that many of my students actually print out all of our readings so they can highlight and take notes.

We have yet to find the one "magic bullet" source that has everything we need. . .

Finally, the downside of our efforts to "pare down" the readings and provide more targeted sources is that the students have lost the sense of narrative that the textbooks provide. No textbook can be everything to all classes, and this is even more true with online sources, which tend to have fewer resources at their disposal. We have yet to find the one "magic bullet" source that has everything we need, and while it is great to have to flexibility to incorporate elements from a number of sources, we have had to work diligently to find reputable sources and redouble our efforts to show how all of the disparate elements they are reading fit together.

In short, the use of online sources as an alternative to traditional textbooks provides myriad opportunities to engage students and enrich the curriculum in the history classroom. However, solving the "textbook problem" can create its own set of problems that teachers will still have to address.

Teaser

Solving the "textbook problem" can create its own set of problems that teachers will still have to address.