Lincoln and the Emancipation Proclamation

Teaching Historical Analysis and Interpretation Using “The Intersection” John M. Jack

History’s Habits of the Mind

• • •

The Campaign Against Monocausality History’s Tentative Nature Evaluating Evidence

Questions to Consider:

• What do we want to accomplish as history educators, in our classrooms?

• What are we, as history educators, ultimately training our students to do?

Textbooks: The Necessary Evil

• Textbooks often lay out history as a succession of facts; but what facts do they include and why?

• Students want to find the one right answer or the one authoritative interpretation, which textbooks often provide.

– “Is this the right answer?” – “Am I on the right track?” – “Why won’t you just tell us the answer?”

Conquering the questions and getting students to think historically • Have students read historical narratives created by others to gain insight into interpretation, explaining connections, change, and consequences.

• Students must analyze the evidence and judge the strength of the evidence presented.

• At the same time we must also teach content.

How do we get students to analyze and interpret history?

• Use primary and secondary sources, presenting alternative accounts of the past.

• Who offers different interpretations and why?

• What lens is the historian using to color their narrative of history? i.e. Economic, Social, Political, Cultural

What facts did the author include or choose to omit?

“…there is no such thing as a pure fact, innocent of interpretation. Behind every fact presented to the world - is a judgment. The judgment that has been made is that this fact is important, and that other facts, omitted, are not important.” Howard Zinn: A Peoples History

Students must go beyond the surface

• Students must use analytic skills to compare ideas, beliefs, or opinions held by the subject of the document or narrative at a particular time or comparing continuity and change over time.

• Bruce Lesh- Text, Context, and Subtext

Historical Causality

• How change occurs in society.

• How human intensions matter.

• NOTHING’s more dangerous than a simple, MONOCAUSAL explanation of the past or present.

Historical Thinking Pitfalls

• Historical analysis and interpretation can help students avoid the common problems of: –

Lineality

- drawing straight lines between the past and the present, as if the events of the past were destined to become its future outcome.

–

Inevitability

- the way things are is the way they had to be, and mankind lacks the free will and the ability to make a choice.

Historical Thinking Pitfalls

• Unless students can believe history could have turned out differently, they may accept the idea that the future is also inevitable and the human involvement and individual action cannot change it.

• This attitude can breed civic apathy and cynicism “…restore to the past the options it once had.” Gordon Craig

First, Second, and Third Order Approach to Primary Sources

Using Primary Sources to Teach Analysis and Interpretation

First-Order Document

• The essential primary source • The focal point of your lesson • Provides the intellectual direction of your lesson.

Criteria for Choosing a First-Order Document • Should represent the heart of a historical issue or period in history.

• Determines the intellectual direction of subsequent discussions. • Choose your document based on its: – Historical value, – Potential contribution to your students’ historical knowledge – Potential to help them develop their historical thinking.

Second-Order Documents

• Primary sources that support or challenge the first order document.

• Should corroborate or contrast the ideas found in the first order document.

• Builds a more nuanced understanding of the past.

• Between three and five documents: – Textual – Images – Artifacts.

Third-Order Documents

• Primary sources students eventually find themselves.

• Documents must relate to your first-order document.

• Create a list of potential sources for third-order documents.

Using “The Intersection” as Historical Accident Reconstruction • • Demonstrates the idea that people make choices and their actions have consequences.

• Demonstrates the consequences of the action or inaction relative to the other people waiting to enter the intersection.

Historical events are the roads into the intersection.

Setting Up the Intersection

• Using an historical event, each “side” is at the intersection with non-working lights, and they have decisions to make.

• Have your students consider the full range of these decisions for each side.

• • Place the historical figures or groups at different non-working lights.

There should be at least three sides.

Setting Up the Intersection

• Assign document colors corresponding to their positions on the issue.

–

Red

: Wants things to remain the same.

– –

Yellow

: Trapped at the light on caution.

Green

: Wants things to change.

“History is about intersections, intersections are about choices, and choices influence struggle.” Dr. Yohuru Williams

The Lesson

• Students should read the documents and then prepare a list of reasons explaining their position.

• Questions to consider: – What is their position in the intersection?

– Why are they there?

– What decision did they or others make to put them in that position?

The Emancipation Proclamation

The Lesson

• As a culminating activity students can write journal entries from the perspective of one of the people or groups involved in the “accident” and tell how that person’s life has been affected .

• You may have a directed discussion: – How could different decisions have affected the outcome?

– Have each group present its position and have students debate them.

– You can switch sides and have them argue different views.

Ways to Differentiate

• The “Intersection” method can be modified for students in grades 4-12.

• Elementary and middle school teachers can use this method with paraphrased or summarized documents.

• The historical issue can be simplified for younger students.

What This Method Teaches Your Students

• Students entire lives are about intersections.

• The choices they make impact others even if they’re not aware of the consequences.

• Allows students to hypothesize what would happen if different choices had been made.

• Helps to develop a sense of historical empathy.

• The “Intersection” engages almost all of the Bradley Commission’s 13 Habits of the Mind (1995).

Lincoln and the Emancipation Proclamation

Teaching Historical Analysis and Interpretation Using “The Intersection” John M. Jack