Analyzing Historical Viewpoints Using Critical Reading Strategies

Shelia Sargent-MartinDonna Savage

You need to go below the surface to uncover

the deep meaning.

Deep Reading

“If one cannot enjoy reading a book over and over again, there is no use in reading it at all.”

--- Oscar Wilde

“If you are struggling to find the time in class to read, it can be helpful to broaden the definition of text. Photos, infographics, diagrams, videos, and even lectures can all be considered texts. Build disciplinary thinking skills by teaching students to approach these materials with the same critical reading lens they apply to more traditional printed materials.”

---Heather Lattimer

Close Reading for Life

”Close reading is when a reader independently stops at moments in a text (or media or life) to reread and observe the choices an author has made. He or she reflects on those observations to reach for new understandings that can color the way the rest of the book is read (or song heard or life lived) and thought about.”

– Chris Lehman

History and Social Science Standards of Learning for Virginia Public Schools (March 2015)

History should be the integrative core of the curriculum, in which both the humanities (such as art and literature) and the social sciences (political science, economics, and geography) come to life. Through the study of history, students can better understand their own society as well as others. Students will understand chronological thinking and the connections between causes and effects and between continuity and change. History enables students to see how people in other times and places have grappled with the fundamental questions of truth, justice, and personal responsibility, understand that ideas have real consequences, and realize that events are shaped by ideas and the actions of individuals. History shows the relationship among past, current, and future issues.

History and Social Science Skills2.1 Skillsa) identifying artifacts and primary and secondary sources to understand events in American history

3.1 Skillse) comparing and contrasting ideas and perspectives to better understand people or events in world cultures

VS.1 Skillsa) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history;

d) recognizing points of view and historical perspectives

Christopher Columbus

2.4 The student will describe how the contributions of selected individuals changed the lives of Americans, with emphasis ona) Christopher Columbus

Massive ResistanceBrown v. Board of Education

VS.8 The student will demonstrate an understanding of the reconstruction of Virginia following the Civil War byb) identifying the effects of segregation and “Jim Crow” on life in Virginia for American Indians, whites, and African Americans; and

VS.9 The student will demonstrate an understanding of Virginia during the twentieth century and beyond by c) describing the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history; and

Japanese Internment CampsUSII.7 The student will apply social science skills to understand the major causes and effects of American involvement in World War II by

a) explaining the causes and events that led to American involvement in the war, including the attack on Pearl Harbor;b) locating and describing the major events and turning points of the war in Europe and the Pacific; andc) explaining and evaluating the impact of the war on the home front.

English SOLsAuthor’s Purpose and Point of View

2.10 The student will demonstrate comprehension of information in reference materials.b) Use pictures, captions, and charts.

3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.c) Identify the author’s purpose.

4.3 The student will learn how media messages are constructed and for what purposes.a) Differentiate between auditory, visual, and written media messages.b) Identify the characteristics of various media messages.

4.6 The student will read and demonstrate comprehension of nonfiction texts.c) Explain the author’s purpose.

Media Messages

5.3 The student will learn how media messages are constructed and for what purposes.a) Differentiate between auditory, visual, and written media messages.b) Identify the characteristics and effectiveness of a variety of media messages.

What does the _____ say?

• General understanding questions– What do you see?– What do you hear?

• Key detail questions– Who– What– Where– When– Why

How does the _____ work?• Questions about vocabulary words and phrases

– Denotation– Connotation

• Shades of meaning• Figurative language

• Structure questions– Organization– Repetition– Stanzas– Color– Mood– Theme

• Author’s craft questions (artist, lyricist, videographer, photographer, etc.)– Word choice– Point of view– Perspective– Light– Focus

What does the _____ mean?

• Author’s (or artist’s or lyricist’s) purpose – Author’s (or artist’s or lyricist’s) relationship to the

content– Hidden intentions– Author’s (or artist’s or lyricist’s) motivations or

interests• Intertextual connections

– Compare and contrast information or viewpoints across multiple media forms

What does the _____ inspire you to do?

Opinion with evidence or argument

– Plan of action or next steps for investigation or research

– Reflect on the role of personal experience and bias in interpreting the source

Ruby Bridges

Political Cartoons

& Photos

Research the Library of Congress to find appropriate political cartoons and historical photographs including those that reference segregation of schools.

Song Lyrics1. Read through lenses.

Choose specific details to gather data.- Word choices- Phrases- Descriptions

2. Use lenses to find patterns.- Which details in the song fit together?- How do they fit together?- How is the song organized?

3. Use the patterns you’ve discovered to develop a new understanding of the text.

- Lyricist’s purpose or point of view- What is the overall theme?

• www.wordle.net

Listening to students carefully helps students listen more carefully

to the text.

“Creating these opportunities involves only opening a book and stepping aside, allowing students to listen to texts. Doing so actively engages students which helps them to build agency and flexible mindsets as they read. This also helps them build their schemas of how texts work which in turn helps them learn more about reading every time they read.”

--- Barnhouse, 2014

Ruby's Shoes - Walk a Mile in the Shoes

Ruby’s Shoes

Christopher Columbus

Don’t Drink the Water

Don't Drink the Water - Dave Matthews

Close Reading With Video• 1st View

– Think: What is this video mostly about?– Discuss: Share your thoughts with your partner.– Write your ideas

• 2nd View– Write key phrases– Write 3-5 important words.– Share your thoughts with your partner (option)

• 3rd View– Highlight your evidence and be ready to discuss – The main idea of this video is….– After viewing this video someone should know…

Pairing Text with Video

Pairings

• Read: Their Best Way to Show Loyalty– First read: What is it about (notes in margin)– Second read: underline facts, phrases, descriptions– Third read: What fits together, how and why?

http://www.sfmuseum.org/hist8/editorial1.html

Term/item Term/item

Different

Different

Different

Different

Different

Different

Similar

Similar

Similar

Monarchy Dictatorship

Usually comes into power through heritage

Co-exists with representative governments

Not uncommon for people to show great affection

Usually comes into power through coercion or force

Not uncommon for ruler to be hated and feared

Often perceived as police states

Forms of government

Dominated by a single person

Both had historical examples of tyrants

Reflect on Source Evidence Using Prompts

• The reason why the author included ____ because_______

• My thinking about this topic has changed because____.

• This source is really different because_______.• One issue I am noticing in this source is __________.• I think the author is trying to show

me____________.• I think the author’s message is_____________

because___________.

Bibliography

Adler, D., & Wallner, J. (1991). A picture book of Christopher Columbus. New York: Holiday

House.

Bridges, R. (1999). Through my eyes. New York: Scholastic Press.

Bridges, R. (2009). Ruby Bridges goes to school: My true story. New York: Scholastic.

Coles, R., & Ford, G. (1995). The story of Ruby Bridges. New York: Scholastic.

Krensky, S., & Green, N. (1991). Christopher Columbus. New York: Random House.

Mochizuki, K., & Lee, D. (1993). Baseball saved us. New York: Lee & Low.

Morrison, T. (2004). Remember: The journey to school integration. Boston: Houghton Mifflin.

Uchida, Y., & Yardley, J. (1996). The bracelet. New York: Putnam & Grosset Group.

Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

Thank You!

Shelia Sargent-Martinssmartin@bluefieldstate.edu

Donna Savagedsavage@odu.edu