Analyzing the Past to Chart the Future:
Intro to Historiography
Contributors
Whitney Olson
is the co-coordinator for National History Day in California through the Sacramento County Office of Education. She works with teachers across California to bring historical research, historical thinking skills, and analysis to their curriculum and students. Whitney is a former secondary teacher and is currently finishing her master’s degree in history through the Gilder Lehrman Institute of American History.
Follow Whitney on Twitter:
@WhitneyOlson62
Anne Olson
currently teaches secondary education and specializes in AP U.S. History, U.S. History, and Gender Studies. She is passionate about bringing her students authentic learning experiences that reflect the work of academic historians as opposed to the rote memorization that most history curriculum requires.
Follow Annie on Twitter:
@EquityAnnie
Lesson Summary:
This lesson focuses on Historiography. Students will engage in civic and historical deliberation on an undecided historical dilemma connecting social issues to their historical roots by examining the essential questions: Where does the history of the United States ultimately begin? How? When? And perhaps, above all, why do historians now approach the early American historical landscape differently?
ISTE Standards:
1.2 Digital Citizen
1.3 Knowledge Constructor
Try One New Thing:
Consider sharing direct quotes as part of your lessons. Ask students to reflect and share what the quote means to them and how it connects to the lesson. Both primary and secondary source quotes are valuable for students to examine and engage in both historical empathy and historiography.