Building a Framework for Historical Understanding 2012 CICERO

Building a Framework for Historical Understanding © 2012 CICERO Systems™

What we want to do. . 1. Create a functional intellectual framework for students to acquire historical knowledge. 2. Logically sequence history instruction so that it “builds” and can be mentally “attached” to that framework. 3. Use the instructional sequence to build an “understanding” as opposed to a factual compilation. © 2012 CICERO Systems™

History as a House What components do © 2012 CICERO Systems™ we see here? What supports the parts we see?

House starts with a Frame © 2012 CICERO Systems™

Why this is important • We speak our own language in history instruction • Case in point: • “Progressive thinking, particularly its emphasis on the importance of economic considerations, changed the interpretive framework of Reconstruction. ” * • If it is foreign and obfuscated to many of us, what it like for students? * Francis. G. Couvares, Martha Sexton, Gernald N. Grob, George A. Billas, ed. , Interpretations of American History: Patterns & Perspectives, 7 th ed. , Volume II: From Reconstruction (New York: The Free Press, 2000), 25 © 2012 CICERO Systems™

Effects of a Poor Foundation Can this house support more weight? © 2012 CICERO Systems™

How do we create a proper framework? 1. Make sure that instruction is tightly focused 2. The material has to be delivered in small parts 3. The parts need to “build” on each other – a scaffolding effect © 2012 CICERO Systems™

The Greatest Invention EVER! © 2012 CICERO Systems™

The Building Blocks approach If these building blocks get out of order or out of alignment then historical understanding suffers Contextualization and Interpretation Building Conceptual Knowledge Breaking Down into Digestible Parts Essential Questioning © 2012 CICERO Systems™

Why use this method? Focus and Organization • Helps students see history in a focused and organized fashion rather than something that can be overwhelming in its entirety Builds Conceptual Understanding • Unless we consciously identify the essential understandings related to a topic, we tend to focus on fact-based content as the outcome of instruction, and the conceptual level of thinking and understanding is left out © 2012 CICERO Systems™

Why use this method? Utilizing the structured Building Blocks approach allows teachers to help students build that elusive conceptual understanding, contextualization, and interpretation. • Concepts • Context • Interpretation © 2012 CICERO Systems™

Implementation 1. Begin with an essential question (or a couple) to help frame the lesson 2. Begin the process of “chunking” the information Using the age-old Economic, Social, and Political pieces of the puzzle Or use any constructivist approach where you can tear down and logically build up 3. Use discussion of the various “chunks” build conceptual knowledge and understanding 4. Finish by answering the essential question to establish context and reinforce interpretation © 2012 CICERO Systems™

Ok, well let’s go do this! © 2012 CICERO Systems™