in search of america's past: a book review
TRANSCRIPT
In Search of America’s Past
Bruce VanSledright
Are we smarter than a 5th grade class?
l I will ask a serious of multiple choice questions that are related to the 5th grade core
l Each student will stand in the section of the room that correlates with the answer they feel is correct
l Before we can move on to the next question, everybody has to agree on the same answer
l We have five minutes
5th grade math
l What is 35X10? l A. 350 l B. 35 l C. 355 l D. 35.5
The correct answer is:
l A. 350
5th grade Science
l Ice is in what state of matter? l A. Liquid l B. Solid l C. Gas l D. Plasma
The correct answer is:
l B. Solid
5th Grade History
l What was the cause of the Civil War l A. Slavery l B. States rights versus federal rights l C. Laws unfavorable to the South
l D. The election of Abraham Lincoln
What is wrong with that question?
Overview
l We assume that Elementary students can’t engage in critical thinking skills
l We teach heritage instead of history
l Bruce VanSledright taught a class of 23 5th grade students how to “be historians.” Click here to learn more about VanSledright.
l Utilized primary and secondary documents to help students learn about historical events
Application
l Set up a “who done it.” Tell students about a historical mystery and give them documents to analyze to figure out what happened.
l Have each group of students make a newspaper article based off of accounts given by one side. One student is the writer, and the other is the illustrator.
l Make students support a side that they personally don’t agree with.
Strengths
l Student dialogue
l Outside research
l Author admits his short comings
l Appendix
l Published students work on a website
Weaknesses
l Research methods
l Forms of assessment
l I wanted more of the in-‐class dialogue
l What about younger elementary aged students?
l I can’t find the class website
What did Ms. Proctor have to say?
l “Not enough content had been covered and that the class was now behind where they should be in the district’s social studies curriculum.”
l However, “My students will never forget what they have learned; they’ll never forget what they were taught about analyzing and exploring history. The approach that he used helped my students learn American history in a new way, one that will stick with them. I’ve never seen them this excited about studying the past. Usually they forget this stuff right away. But not what they learned here… I can easily live with that. Who couldn’t?”