![]() ![]() ![]() In addition, a student’s annotation of an historical text has the potential to reveal areas of understanding and misunderstanding to the teacher. What information, perspectives, ideas or questions are brought to the surface? It is then continued with a close examination and conversation with the text itself. This conversation begins with the previously discussed sourcing questions, which ask the reader to read “around” the historical text, noting time, place, authorship, and other information about the text’s origins and historical context. When we take up a text, we are engaging in a conversation with the author, with others, and with ourselves.”īut working with historical sources requires a specific kind of conversation between reader and text. Brown writes that “Reading is one thing, but getting something of value from what we have read is another. Many scholars note the importance of annotating in partnership with close reading Matthew D. These techniques can be used with the wide variety of historical sources, including: The annotation guide that follows helps students build on their close readings of historical texts and undertake the reasoning required to understand, interpret, and employ historical sources as evidence. These analytical goals reflect the academic and disciplinary demands placed on students as they use historical source documents to understand a particular history individual, place, and time. Identifying conflicting accounts or ideas.“Sourcing” (the focus of the previous resource) – including drawing on background knowledge to contextualize the source in a specific time place.Close reading of a variety of historical texts.According to the Stanford History Education Group, the components of this analysis include: OverviewĪs discussed in Working with Historical Sources, reasoning with historical sources requires a fine grained analysis to determine whether or not they can be used as evidence in support of an argument. An ordered list of the sequence can be found in part one. These resources are designed to be used individually to help define inquiry questions for use in Lesson Study cycles or in sequence for background research in the Study phase of a cycle. This is the fourth in a series of eight resources on historical argumentation written especially for the Lesson Study Group at Mills College by educator Stan Pesick. ![]()
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