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Anyone who is interested in the teaching and learning of history is invited to this exciting workshop opportunity to learn more about how to implement the skills of a historian in the classroom. On March 10th, just a few days prior to the workshop, NCHE will present "An Evening with Sarah Vowell" where Sarah will discuss how she approaches the craft of historical inquiry, including how she formulates questions, identifies sources, and interprets those sources in her writing. Following the exciting NCHE event featuring Sarah Vowell, NCHE is partnering with the Stanford History Education Group to present their award winning historical thinking strategies to teachers who are inspired by Sarah Vowell's approach to history.
The Stanford History Education Group's Reading Like a Historian curriculum offers more than 150 lessons that engage students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence. For more on the Reading Like a Historian curriculum click here.
This workshop will feature lessons from the Reading Like a Historian curriculum and demonstrate how they can be integrated into classrooms and adapted to the unique needs of teachers. This joint effort allows both NCHE and SHEG to share with educators how historical inquiry can--and should--be relevant, exciting, and integral to understanding our social world.
Note: These events are designed to work together, but you do not have to attend the Sarah Vowell event to participate in this workshop. The video for Sarah's event will be available to the public through this workshop.