tag:blogger.com,1999:blog-4572477827283856543.post1719949876797611912..comments2023-08-25T03:13:27.885-07:00Comments on Thinking about History Teaching: Inquiry Lesson: Opportunities and Challenges of Writing about the PastAnonymoushttp://www.blogger.com/profile/04047142530155193530noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-4572477827283856543.post-79758585376763536872013-07-22T12:50:55.459-07:002013-07-22T12:50:55.459-07:00Thanks for the feedback! I see a lot of evidence o...Thanks for the feedback! I see a lot of evidence of the habits that I am trying to distance myself from in this lesson. At the same time, as both of you have pointed out, there is also much potential for student engagement, collaboration, and, ultimately, inquiry. Will spend some time over the next few days refining this lesson and thinking more about how I adjust my plans to improve the level of student involvement. Anonymoushttps://www.blogger.com/profile/04047142530155193530noreply@blogger.comtag:blogger.com,1999:blog-4572477827283856543.post-54223576067249535892013-07-22T07:46:52.009-07:002013-07-22T07:46:52.009-07:00More great stuff, Joe! I also love how Johanna ha...More great stuff, Joe! I also love how Johanna has envisioned multiple ways for students to engage with the material and collaborate with one another. Another option, and i have not thought this through fully, would be to start with the two "documents", the textbook and historical fiction excerpts, and have students decide which is "fiction", which is "non-fiction" and defend their choice. Let them notice what each text includes (or leaves out) and discover on their own that there are "no footnotes" for example and explain significance of that. Ask them about each category, their validity. Perhaps one student will say "let's look up definitions." My hunch is you could tease from the discussion many of your larger points with advantage of students making real discoveries, initiating further inquiry. Then as a conclusion to the exercise perhaps have them write something about the larger guiding, essential questions, using their insights about the texts as their example...Sometimes I think a very specific question/task is a better "hook"...Again, Joe, thank you for sharing your work and process! Lisa Anonymoushttps://www.blogger.com/profile/15971943748321048845noreply@blogger.comtag:blogger.com,1999:blog-4572477827283856543.post-3152833577368796802013-07-22T06:39:37.341-07:002013-07-22T06:39:37.341-07:00Hi! This lesson has great small group and class b...Hi! This lesson has great small group and class brainstorming opportunities! How about something like this:<br /><br />1. Pose question to class--"Why do people write?" Brainstorm on board--you or student can record class ideas.<br /><br />2. Present quote to class. Do they agree/disagree? Why?<br /><br />3. Break class into three groups. Brainstorm ideas for the following:<br /><br />a. Group 1: Why do people write about the past? What are some unique challenges in doing so?<br />b. Group 2: Why do people write about the present? What are some unique challenges in doing so?<br />c. Group 3: Why do people write about the future? What are some unique challenges in doing so?<br />Use whiteboards or large paper to record ideas.<br /><br />4. Have groups present ideas to class. Allow for others to add to each group's list. Offer extension questions to the class--use ideas to create other lists or add to existing lists.<br /><br />5. Guide above discussion to transition into defining terms. If working definitions, hang large paper around the room. Each sheet should have a term on it. Kids will add their previous knowledge and new ideas throughout the rest of the lesson.<br /><br />6. Have kids read excerpt (independently, in groups, as a class?). Encourage discussion (in groups, as a class?).<br /><br />7. Have kids read from text (independently, in groups, as a class?). Again, encourage discussion (in groups, as a class?). Have kids add to definitions or previously brainstormed material.<br /><br />8. Compare textbook and historical fiction (independently, in groups, as a class?).<br /><br />9. More to come! :)<br /><br />FWIW,<br />Johanna<br />J Cheneyhttps://www.blogger.com/profile/17511188151631677788noreply@blogger.com