An Introduction to the New Standards

1. An Introduction to the New Standards November 28, 2017, Afternoon Session Tooele, UT Jeffery D. Nokes Brigham Young University jeff_nokes@byu.edu

2. Objectives for this workshop • Participants will become familiar with, and think deeply about, the new Utah State Social Studies Standards, including the introductory materials. • Participants will conceptualize, participate in, and critique social studies lessons that are intended to build content, skills, and dispositions for civic engagement. • Participants will network with teachers who teach similar topics to brainstorm teaching ideas for helping students achieve the new standards. • Participants will identify the resources available for teaching various topics in the social studies.

3. Afternoon Agenda • Whole group session (1:00-3:00) • Skills in the new standards • A new paradigm for teaching social studies • Model Lesson • Finding lesson materials

4. 1. Skills in the Standards

5. Utah Core Standards (Utah History) Whether teachers organize their course thematically or chronologically, students will engage in inquiry using the tools, conceptual understandings and the language of historians, geographers, economists, and political scientists at a developmentally appropriate level. Students will craft arguments, apply reasoning, make comparisons, and interpret and synthesize evidence as historians, geographers, economists and political scientists. They will corroborate their sources of evidence and place their interpretations within historical contexts. 

6. Students will analyze primary and secondary sources to explain causes and effects of European-American exploration, including the response and involvement of Utah’s American Indian tribes.  Students will research multiple perspectives to explain one or more of the political, social, cultural, religious conflicts of this period, including the U.S. Civil War and more localized conflicts such as the Utah War, the Mountain Meadows Massacre, the Bear River Massacre, the Black Hawk War, or other Federal-Mormon conflicts. 

7. Utah Core Standards (US History) Of particular importance in a United States history course is developing the reading, thinking, and writing skills of historians. These skills include the ability to think critically about evidence, use diverse forms of evidence to construct interpretations, and defend these interpretations through argumentative historical writing. Students will corroborate their sources of evidence and place their interpretations within historical contexts. 

8. Students will use primary sources as evidence to contrast the daily life and contexts of individuals of various classes and conditions in and near the English colonies, such as gentry, planters, women, indentured servants, African slaves, landowners, and American Indians. 

9. Two Main Concerns • If I take time to teach kids how to read primary sources I won’t have time to cover all of the required content... • These kids can’t read like professionally trained historians…

10. 2. A New Paradigm for Teaching History

11. If wood shop were taught like history…

12. Wood Types

13. Varnish Types

14. If we take time to let them work with the tools we won’t have a chance to talk about Afzelia wood…

15. These kids can’t work like a carpenter…

16. If PE were taught like history…

19. “I’ve got to cover basketball, football, soccer, baseball, softball, tennis, golf, lacrosse, badminton, track and field, gymnastics, croquet, NASCAR, bowling…. Now you’re telling me I need to give the students time to play some of these sports?”

20. These kids can’t play like a professional basketball player…

21. Teach History more like Woodshop or P.E. • Reading Like a Historian

22. Key: Cut Content “The futility of trying to teach everything of importance.” Grant Wiggins Gina rule: “Is this something that my wife, who cares very little about history, would need to know in order to survive, thrive, contribute to, or find joy in the 21st century world?”

23. 3. A Model Lesson

24. Did Sherman use excessive force/destruction in his “March to the Sea?”

25. Historical Background • Summer and fall of 1864 • Confederacy losing strength but still hopes for victory • Lincoln’s 1864 reelection in question • Union goal: strike at heart of Confederacy: Atlanta

27. Historical Background • Atlanta falls just prior to election day: Lincoln reelected • Sherman marches beyond supply lines • Must supply 50,000 troops by foraging • Atlanta to Savannah • Across the heart of the confederacy

28. Did Sherman use excessive force/destruction in his “March to the Sea?”

30. November 19, 1864 Like demons the Yankee soldiers rush in! My yards are full. To my smoke-house, my dairy, pantry, kitchen, and cellar, like famished wolves they come, breaking locks and whatever is in their way. The thousand pounds of meat in my smoke-house is gone in a twinkling, my flour, my meat, my lard, butter, eggs, pickles of various kinds - both in vinegar and brine - wine, jars, and jugs are all gone. My eighteen fat turkeys, my hens, chickens, and fowls, my young pigs, are shot down in my yard and hunted as if they were rebels themselves. Utterly powerless I ran out and appealed to the guard. 'I cannot help you, Madam; it is orders.' ...Alas! little did I think while trying to save my house from plunder and fire that they were forcing my slaves from home at the point of the bayonet. One, Newton, jumped into bed in his cabin, and declared himself sick. Another crawled under the floor, … but they pulled him out, placed him on a horse, and drove him off. … Jack came crying to me, the big tears coursing down his cheeks, saying they were making him go. I said: 'Stay in my room.' But a man followed in, cursing him and threatening to shoot him if he did not go; so poor Jack had to yield… Dolly Sumner Lunt was a plantation-owning widow in rural Georgia. Her eyewitness account appears in Lunt, Dolly Sumner, A Woman's Wartime Journal, An Account of the Passage Over a Georgia Plantation of Sherman's Army on the March to the Sea, as Recorded in the Diary of Dolly Sumner Lunt (1918); Found at http://www.eyewitnesstohistory.com/pfsherman.htm

32. General Sherman has fulfilled our hopes and predictions that we made yesterday. He has done just what we said he would do, only more completely and sooner than we expected. The total destruction of General Hood’s [rebel] army is now inevitable, and the war in the Southwest is drawing rapidly to a close. The capture of Atlanta is the third decisive victory of the war. We list them: Vicksburg, Gettysburg, Atlanta. But one more is needed to end the war, and bring us an honorable peace, and that is Richmond. Source: This is an excerpt from a Philadelphia newspaper, The Evening Telegraph, published on September 3, 1864. Found at http://chroniclingamerica.loc.gov

33. The Yankee dead and the prisoners are wearing and carrying things they have plundered [stolen] including silk dresses, gold rings, chinaware, knives, forks, etc. Sherman’s army was no doubt at one time a strong one, but now they are only a band of plunderers [thieves], preferring trophies stolen from defenseless women and children to the trophies of the battle field, and doing anything, even burning houses to steal the gold and silver earned by honest work from the helpless. These Yankees have fought before this, and fought well, but the moment the warfare became one of plunder, battles became hateful, and a few brave men now are enough to drive them back. Source: This is an excerpt from a South Carolina newspaper, The Columbia Phoenix, published on April 15, 1865. Found at http://chroniclingamerica.loc.gov

34. Did Sherman use excessive force/destruction in his “March to the Sea?” No Yes 1 2 3 4 5

35. 4. Finding Lesson Materials

36. Stanford History Education Group • Stanford History Education Group

37. Digital Public Library of America (DPLA) • Digital Public Library of America

38. The Historical Thinking Project • The Historical Thinking Project

39. University of Maryland, Baltimore County (UMBC) Center for History Education UMBC Center for History Education

40. UC Berkeley History-Social Science Project • Berkeley History Social Science Project

41. TeachingHistory.Org • http://teachinghistory.org/historical-thinking-intro

42. Library of Congress • Library of Congress

43. HistoricalThinkingMatters.Org • http://historicalthinkingmatters.org/

44. Image Detective • Image detective

45. Coming Soon… • Better Days 2020 • https://www.betterdays2020.com/ • Utah Division of State History • https://heritage.utah.gov/dha/division-of-state-history

46. An Introduction to the New Standards November 28, 2017, Afternoon Session Tooele, UT Jeffery D. Nokes Brigham Young University jeff_nokes@byu.edu