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Effective teaching, and therefore effective lesson plans, should be seen as a

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Effective teaching, and therefore effective lesson plans, should be seen as a

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  1. First Annual American Institute forHistory EducationMeeting of the Minds ConferenceDoes the United States work its students too hard,or not hard enough? Catherine Gewertz, Education Week (September 13, 2006)The issue is: we are asking the wrong question!Rather than asking how much we are working our students, we should be asking how our students are working

  2. Effective teaching, and therefore effective lesson plans, should be seen as a PROCESS not an END-PRODUCT Concrete Thinking asks who, what, when, where, and how much, as we focus on the end-product of learning Abstract or Reflective Thinking asks how and why, while we emphasize the process of understanding Now, what methods might we use to teach history as a process—just a few…

  3. Binary Paideia Method Teaches history thematically, stressing student understanding of… • Governmental, economic, religious, societal, and underlying cultural institutions • Common and differing characteristics of people, their ideas, and events that influence them • Types of relationships that give life to people, ideas, and events • Interaction between majority and minority opinions of a particular period in history, whether expressed publicly or in private

  4. The SOAP Method A systematic approach to understanding sources, the people who originate them, and their possible audiences. S = source or slant of the originators O = occasion or opportunity of origination and distribution A = interaction between author or audience P = purpose or perception of authors or audience Source documents can then be identified, analyzed, and understood as to why they were originated and how they were received, as well as what impact they had.

  5. Teaching Macro History Through Local (Micro) History • Involves students with the history of their own locality • Can integrate local history with genealogy • Makes history more human, adding particular and recognizable names and faces, ideas and places to larger historical themes • Provides a local context to more general history that is taught in textbooks and workbooks

  6. Bracketing History Helping students to understand history better, by emphasizing… • Chronological ordering of people, the ideas they create or influence them, and events they cause or influence their lives • Causative relationships among people, ideas, or events through time (vertical occurrence) • Interaction between particular people, ideas, and events in space (horizontal occurrence) • The framing of people, ideas, and events into thematic understanding

  7. So, the AIHE Approach helps you… • Teach history thematically, while integrating specific people, ideas, and events in your curriculum for summative assessments • Develop lessons that effectively coordinate objectives, classroom procedures, in-class and homework assignments, and summative or formative assessments • Relate the history being studied to your students’ experiences, interests, and lives • Control not only what happens in your classroom, but also how learning happens in your classroom and why

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