Is History Really Inclusive of Everyone Lesson Plan Name: Jake Settanni, Sarah Vorreiter, Elizabeth Wheatman, Elizabeth Buchanan

Class/Subject: CI 403 Date: September 10, 2013 Student Objectives/Student Outcomes: In todays lesson, students will: Discuss Barton and Levstiks interpretation of history and how they view content matter in todays classroom Analyze the current structure of history education today and examine the effectiveness of alternative approaches Evaluate how to make the subject of history inclusive to a diverse population of students Content Standards: 16.A.5b Explain the tentative nature of historical interpretations. 16.A.4b Compare competing historical interpretations of an event. Materials/Resources/Technology: Large white post-it paper Markers Question slips Chalkboard Barton and Levstiks Article Teachers Goals: We hope that by the end of this lesson, our classmates will have a renewed understanding of what history is and how we can use the subject matter effectively for the benefit of our future students. The discipline of history lends itself to numerous interpretations and can be taught in various ways to engage students. However, many of todays history classrooms and their content isolate much of the student population who are not white men of European heritage. Furthermore, todays social studies classes promote the idea that citizenship means participating in winner-takes-all politics; a system which does not lend itself to the same isolated minority in the classroom. We aim to show that history can promote a more inclusive definition of citizenship and a democracy that endorses a common good approach to solving social problems. In addition, we want to help our peers become more self-conscious about the type of classroom environment and content they endorse, how they may unintentionally be ostracizing certain student populations, and how we can develop a truly inclusive classroom. Time Start of Class: We will begin the class by asking the students to respond to the following question, What does history mean to you? We want to get a sense of the various opinions our students have regarding this topic. Students will have 3-4 minutes to write down their

8-10 min

thoughts, and then 2 minutes to share with a partner. Finally, we will open up the whole class to talk to discuss for a few more minutes. Introduction of Lesson: Once we have heard from many students what history means to them, we will cover what the authors idea of history is, and what it means to them. This will be a brief summary of the reading to help jog the students memory of the reading. Barton and Levstiks views on history: 1) There are four approaches to history: -identification: embrace connections between oneself and the people of the past -analysis: establish causal links between various times and events in history -moral response: remembering, admiring, and condemning people in the past -display: exhibit information on the past. This method often takes the form of objective testing or writing essays in the classroom environment. Each stance works as an approach in of itself. However, the most effective way of looking at history would involve using all four together. 2) Tools for making sense of the past Every subject requires tools to help guide in its understanding. Math requires students to use tools like compasses, graphing calculators, and charts to better understand its meaning and purpose. How students should approach history to better interpret it, involved 6 broad tools that serve as procedures, devices, concepts, and/or attitudes that can apply to the vast range of historical topics. Six tools for historical interpretation: 1. Narrative Structure - Principle format for structuring historical information 2. Class of Narratives - focus on individual motivation and achievement (students relate to this aspect more) however, narratives about nations, economics, and social structures are used here as well. 3. Specific Narrative Template - how students interpret and connect the direction of historical change and the meaning of individual events within a broad scope of the past 4. Process of Inquiry - students develop questions, evaluate evidence (where do they find this evidence; primary sources, fieldtrips, artifacts, exchanges with relatives?), and develop conclusions. 5. Empathy - Rational examination of the perspectives of people of the past 6. Empathy- Revolving around caring and commitment To focus on the two tools of empathy, how do the two depend on one another for support of proper historical interpretation? 3) History is a means of promoting citizenship and democracy in the classroom. -Citizenship is often seen as a patriotic enterprise which indoctrinates our students to idolize American symbolism (the Pledge of Allegiance, the American Flag etc.) -There is more to being a citizen than patriotism or political involvement. We fulfill

10 min

our citizenship by our involvement in social organizations, such as school. -Democracy should be a common-ground approach, in which everyone strives for solutions that benefit everyone, rather than the current winner and losers approach prevalent in American politics today. We can begin fostering this methodology in our history classrooms and school in general. Lesson Instruction: On the board, we will prepare a T-chart that will ask for the students to differentiate between who is and is not included in social studies. 20 min Here is a sample T-chart with ideas students may generate: Who is included: White people European ancestry immigrants (from Europe) African Americans (mainly when we talk about slavery and the Civil Rights Movement) Protestants Catholics Who isnt included: People with disabilities Native Americans (their side of the story) African Americans (their cultural ideas by someone other than a white, European textbook writer) Women Children Elderly (other than those in power positions) Gay/Lesbian/Transgendered Muslims/Islamic faith non-Christians Hindus and Buddhists Latinos/Latinas/Asian Americans? Non-English speakers Then, we will divide students into groups. [We will do this by asking each student to select which of the four stances they most strongly endorse (identification, analysis, moral response, and display). Each corner of the room will designate one of these approaches, and students will cluster toward other people of the same section. Once all the students have chosen a position, we will create as many groups of four as possible that include people favoring each viewpoint, and then group the remaining students into 4s. Each group will receive a sheet with the following discussion questions: The discussion questions are: 1. The article questions how can we live together justly, in ways that are mutually satisfying, and which leave our differences intact and our multiple identities recognized? What are some ways that teaching social studies can achieve this?

2. Barton and Levstik argue that citizenship consists of more than participation in the political sphere, and that we can fulfill this by other means, such as involvement in social organizations- charities, churches, labor unions, etc.) As future social studies educators, would you feel comfortable endorsing this kind of citizenship to your students? Does political activism equal good citizenship? 3. The article states that many students interest in history stems from sources outside the classroom. Students enjoy learning about the past from their ancestors, television programming, photographs, and even baseball cards. Should we embrace this kind of street history in our scholarly classrooms? How would incorporate it to make your content more inclusive of all of your students? 4. There is a debate about what is history and what is culture. Discuss in your small groups if history and culture are separate from one another or if the two depend on each other for understanding. In their groups, they will discuss the questions for about 10 minutes, while we walk around to listen to their ideas and provide support as needed. Then, we will open discussion up once again to the whole class and go over each question. 20 min Assessments/Checks for Understanding: In this assessment activity, students will work with their groups to select a topic in social studies. Students can either use examples that are known to exclude certain populations, such as 9/11, The Scramble for Africa, and Vietnam War, or challenge themselves with a more difficult topic (ex. why do we celebrate the immigration of certain populations while demeaning the contributions of others? Or, concepts such as gentrification, food deserts, urban planning) and design an activity that includes as many different groups, populations, or social identities as possible. After working on them for 10 minutes, we will revisit the T-chart our students generated at the beginning of class. Did they remember to use the ideas generated in the chart? In your small group, did you come in open-minded? Students will reflect on these thoughts for a few minutes, and make any necessary adjustments to their activities before presenting them to the class. Closure/Wrap-Up/Review: To conclude todays class, students will go around the room and each group will briefly present the activity they designed, and who is included in their lesson that is typically left out.

10 min