This year, we are using the Reading Like a Historian Curriculum from Stanford History Education Group (recently renamed Digital Inquiry Group).
I’ve been asked several questions about the curriculum and how we’re using it; following is an overview:
The curriculum provides free lessons consisting of Teacher Guides, Student Resources, and Primary Source Material.
The curriculum focuses upon the skills of sourcing, contextualizing, evaluating, corroborating, and close reading.
Using primary sources (and well adapted portions of primary sources), the curriculum teaches students to be historians while practicing and honing the skills that historians possess.
Reading Like a Historian is a skill based curriculum, not a comprehensive history curriculum.
It moves chronologically through either American or World history, but it isn’t intended to cover history comprehensively.
The lessons can be sorted by time period, in order to be broken up according to your personal history cycle.
I am using the American lessons as our American History this year.
I am prioritizing the skills I want us to intentionally hone, and choosing to forgo the comprehensive nature of a spine or a curriculum in order to solidify, build, and refine the skills that Building Like a Historian intentionally focuses on.
We are using the 20 lessons in the Colonial and Revolutionary sections of the curriculum, which gives me space to stretch some of the lessons out over multiple weeks; each lesson varies in its available content.
I’m also extending some lessons with video and books in order to pull the chronological threads while will prioritizing the skill building nature of our focus this year.
We’re utilizing all of the components of the lessons, including the power points, discussion prompts, documents, and student worksheets.
The lessons would also work well added into a curriculum as specific events are encountered, and we may continue to use the lessons in this way as we move on to a comprehensive curriculum next year.
I’d say the curriculum is ideal for upper elementary- high school.
Are there any other questions I can answer?
I’ve been asked several questions about the curriculum and how we’re using it; following is an overview:
The curriculum provides free lessons consisting of Teacher Guides, Student Resources, and Primary Source Material.
The curriculum focuses upon the skills of sourcing, contextualizing, evaluating, corroborating, and close reading.
Using primary sources (and well adapted portions of primary sources), the curriculum teaches students to be historians while practicing and honing the skills that historians possess.
Reading Like a Historian is a skill based curriculum, not a comprehensive history curriculum.
It moves chronologically through either American or World history, but it isn’t intended to cover history comprehensively.
The lessons can be sorted by time period, in order to be broken up according to your personal history cycle.
I am using the American lessons as our American History this year.
I am prioritizing the skills I want us to intentionally hone, and choosing to forgo the comprehensive nature of a spine or a curriculum in order to solidify, build, and refine the skills that Building Like a Historian intentionally focuses on.
We are using the 20 lessons in the Colonial and Revolutionary sections of the curriculum, which gives me space to stretch some of the lessons out over multiple weeks; each lesson varies in its available content.
I’m also extending some lessons with video and books in order to pull the chronological threads while will prioritizing the skill building nature of our focus this year.
We’re utilizing all of the components of the lessons, including the power points, discussion prompts, documents, and student worksheets.
The lessons would also work well added into a curriculum as specific events are encountered, and we may continue to use the lessons in this way as we move on to a comprehensive curriculum next year.
I’d say the curriculum is ideal for upper elementary- high school.
Are there any other questions I can answer?
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