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STANDARD 2: Historical Comprehension

Overview

One of the defining features of historical narratives is their believable recounting of human events. Beyond that, historical narratives also have the power to disclose the intentions of the people involved, the difficulties they encountered, and the complex world in which such historical figures actually lived. To read historical stories, biographies, autobiographies, and narratives with comprehension, students must develop the ability to read imaginatively, to take into account what the narrative reveals of the humanity of the individuals and groups involved--their motives and intentions, their values and ideas, their hopes, doubts, fears, strengths, and weaknesses. Comprehending historical narratives requires, also, that students develop historical perspectives, the ability to describe the past on its own terms, through the eyes and experiences of those who were there. By studying the literature, diaries, letters, debates, arts, and artifacts of past peoples, students should learn to avoid "present-mindedness" by not judging the past solely in terms of the norms and values of today but taking into account the historical context in which the events unfolded.

Acquiring these skills begins in the early years of childhood, through the use of superbly written biographies that capture children's imagination and provide them an important foundation for continuing historical study. As students move into middle grades and high school years, historical literature should continue to occupy an important place in the curriculum, capturing historical events with dramatic immediacy, engaging students' interests, and fostering deeper understanding of the times and cultural milieu in which events occurred.

Beyond these important outcomes, students should also develop the skills needed to comprehend historical narratives that explain as well as recount the course of events and that analyze relationships among the various forces which were present at the time and influenced the ways events unfolded. These skills include: 1) identifying the central question the historical narrative seeks to answer; 2) defining the purpose, perspective, or point of view from which the narrative has been constructed; 3) reading the historical explanation or analysis with meaning; 4) recognizing the rhetorical cues that signal how the author has organized the text.

 Comprehending historical narratives will also be facilitated if students are able to draw upon the data presented in historical maps; visual, mathematical, and quantitative data presented in a variety of graphic organizers; and a variety of visual sources such as historical photographs, political cartoons, paintings, and architecture in order to clarify, illustrate, or elaborate upon the information presented in the text.  

STANDARD 2
The student comprehends a variety of historical sources:

Therefore, the student is able to

  1. Identify the author or source of the historical document or narrative.
  2. Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed. 
  3. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed.
  4. Differentiate between historical facts and historical interpretations but acknowledge that the two are related; that the facts the historian reports are selected and reflect therefore the historian's judgment of what is most significant about the past.
  5. Read historical narratives imaginatively, taking into account what the narrative reveals of the humanity of the individuals and groups involved--their probable values, outlook, motives, hopes, fears, strengths, and weaknesses.
  6. Appreciate historical perspectives--the ability (a) describing the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; (b) considering the historical context in which the event unfolded--the values, outlook, options, and contingencies of that time and place; and (c) avoiding "present-mindedness," judging the past solely in terms of present-day norms and values.
  7. Draw upon data in historical maps in order to obtain or clarify information on the geographic setting in which the historical event occurred, its relative and absolute location, the distances and directions involved, the natural and man-made features of the place, and critical relationships in the spatial distributions of those features and the historical event occurring there.  
  8. Utilize visual and mathematical data presented in graphs, including charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers to clarify, illustrate, or elaborate upon information presented in the historical narrative. 
  9. Draw upon the visual, literary, and musical sources including: (a) photographs, paintings, cartoons, and architectural drawings; (b) novels, poetry, and plays; and, (c) folk, popular and classical music, to clarify, illustrate, or elaborate upon information presented in the historical narrative.

Assignment H1.2 History Standard 2: Historical Comprehension's

View the following video. Using the above 9 forms of procedural knowledge, identify which ones are achieved in this lesson on explorers. Complete a typed paper with the following heading:

  1. Procedural Knowledge (PK): List the 9 forms of PK from above
    • Example: Identify the author or source of the historical document or narrative.
  2. Pedagogical Content Knowledge:
    • Example: During a group activity in which the teacher circulates, the students identify the source and circumstances of an advertisement about indentured servitude in the colonies.
  3. Learner.org 12. Using Primary Sources camera
    • 26 minutes
    • Kathleen Waffle teaches fifth grade at John Muir Elementary School in San Bruno, California, a working–class suburb of San Francisco. In a unit on Colonial America, students examine an eighteenth–century business through a case study of a successful silversmith who lived in Colonial Williamsburg. In small groups, students use primary source documents (advertisements) and artifacts to identify the business strategies used by the silversmith. They then translate a historic contract between a master and an apprentice and examine how colonial apprenticeships compare with present–day job pursuits.

 

 

Site
Resources

History Home Page

Geography Home Page

Sunshine State Standards

History Web Resources


NCSS Recourse

The NCSS Themes of Social Studies

The NCSS Democratic Beliefs and Values

The NCSS Essentials of Social Studies Education


History's Frameworks

Hazards of History

 


History Standards

Content

Era 1
Era 2
Era 3
Era 4
Era 5
Era 6
Era 7
Era 8
Era 9
Era 10

Thinking

Standard 1: Chronological Thinking

Standard 2: Historical Comprehension

Standard 3: Historical Analysis and Interpretation

Standard 4: Historical Research Capabilities

Standard 5: Historical Issues-Analysis and Decision-Making