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History and the study of history has transformed, there is evidence displayed by the educators and curriculum that history has evolved from being factual base and memorization to given the tools to think like a historian. Students in the video display enthusiasm as history is now being viewed through a wider lens. Student view themselves as critical thinkers able to question history and pushback against master narratives and create their own interpretation on historical agents and events. This video demonstrates student being given primary sources and answer historical thinking skills, such as historical significance/relevance and contextualization as well as interpretation. The class starts with a historical questions and students are asked to think, and teachers set the stage for the lesson. This approach allows students to not only improve on their reading skills but also comprehend and question. This program has allowed students to improve in learning outside of the history course. This is what I strive for my classroom to be, an interactive, culturally relevant learning environment that promotes success and self confidence.

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The first thing that stood out to me in the video was how the students reacted to the new form of teaching. Many of the students actually enjoyed the new technique of Reading Like a Historian. One students responded by saying that he actually like the fact he was able to question the readings and find new interpretations which his previous class wasn't nothing like and he was actually looking forward learning more about history. It was good that in the video they did a survey comparing students who practiced reading like a historian to those who were not taught the same technique and compared how they did with the students who practiced the technique performing better than those who did it. This is very motivating as a future educator because we want the best for the students and if we teach them these techniques at a young age I believe they will be better off in their educational future. These techniques were not really used when I was in school so when I entered college it was a bit of a shock. However, by teaching students theses strategies they would have an advantage not only for History classes but for all their classes because their comprehension skills would have improved.

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One thing that stood out to me from watching the video is how much students felt more engaged with history both within the classroom and outside of it. One student commented on how important sourcing was and how they were able to do more with history such as looking at the different aspects surrounding it rather than just learning history solely from the textbook, learning dates, and names, etc. Another student noted that because of the way they were learning history, they were able to take the skills they learned and use it outside of history such as with the news and compare/contrast both stories to see how the similarities and differences are affecting both stories. I also liked how the teachers expressed the improvements that they were noticing from the students such as improved reading skills and writing skills from a new approach to learning history. I feel like giving students more reading material can be daunting but with various ways to engage the text, they are easily able to get through it as well as enjoy learning history at the same time if they are able to write and reflect on it.

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One of the big takeaway that I got after watching the video clip is that students were more likely to being engage in their social studies class instead of the typical lecture. Students and the teachers agreed that if they were involved in the process such as analyzing documents they where able to show sings of progress in understanding the section they were learning. Having students to look for not only the dates and author but also examined the arguments of the documents they are reading can create topics for discussion and group work. Furthermore, one of the teachers mentioned how she previously tried to nurtured her students in feeling good about themselves for not having good reading skills took away from their learning capabilities because they were not taught how to read historical resources. She explains that by having students learn how analyze and interpret documents has allowed students to increase their own abilities of higher learning.

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The part that stood out to me was when one student talked about how the method of reading like a historian helped her outside of class.  She mentioned that she could switch between two news channels and evaluate the information she was receiving and identify bias and perspective.  The idea of sourcing and recognizing author bias is incredibly important, especially in today's media and political climate.  It was fulfilling to see that a student made that connection as a class could tirelessly cover sourcing within the walls of the school but the transformative effect happens when the student applies that knowledge outside of the classroom.  Reading like a historian can clearly be transformative, in terms of sourcing, and that is just one level of the method - it is clear that once all levels are applied, critical thinking can happen at a much deeper level.

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The part that stood out to me was when one student talked about how the method of reading like a historian helped her outside of class.  She mentioned that she could switch between two news channels and evaluate the information she was receiving and identify bias and perspective.  The idea of sourcing and recognizing author bias is incredibly important, especially in today's media and political climate.  It was fulfilling to see that a student made that connection as a class could tirelessly cover sourcing within the walls of the school but the transformative effect happens when the student applies that knowledge outside of the classroom.  Reading like a historian can clearly be transformative, in terms of sourcing, and that is just one level of the method - it is clear that once all levels are applied, critical thinking can happen at a much deeper level.

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As someone that has always loved history, but didn't quite enjoy history class the Reading Like a Historian video gave me hope and excitement for students today. Hearing the students get excited to be able to have more freedom and expression in the classroom shows that we are moving in the right direction with the way history is being taught in schools. Learning to read like a historian can completely change the way a student perceives history. Not only will they learn critical thinking skills, but they learn how to analyze information given to them through evidence and sources. This skill can also be used in many different aspects of their life. One of the most interesting things I heard the students say was "getting the chance to agree of disagree with what we study. It helps to get deeper in what we're learning about." That's exactly what it does! It gives the students the opportunity to delve into the assignment and really learn the content, rather than just grazing the surface of the content only to forget everything at the end of the year.

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I read the intro to "Reading Like a Historian," before watching the video so it was interesting to see the ideas I had just read about in practice.  I think the evidence of this method of teaching is on the student's faces, they look so happy and confident talking about their history class, which is not a common look for high school Juniors.  Their test results also showed that their retention was up as well as their reading scores, all thinks that will help them in other aspects of their lives.  The most impacting statements, however, were from one of the teachers.  It was clear that she was holding back tears as she talked about how she used to teach and how this program changed that.  She went from coddling her students to giving then the skill they needed and challenging them to get better.  It was clear from her statements that she felt she had done a disservice to her past students.  I hope I can incorporate the ideas of this program into my future teaching as well.

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The reading like a historian initiative brings a welcome change to the ways history has traditionally been taught. I think the greatest takeaway from this approach lies with the treatment of students as thinkers and co-creators of knowledge and strays away from banking model of education most of us are used to. Not only does the approach demonstrate a teaching model compatible with CRP but promotes a reflection-based curriculum through use of the historical thinking and reading skills. If we really are going to transform our classrooms into laboratories of history we have to bring in the sources that enable our students to challenge the textbooks or atleast help them come to their own conclusions to the Central Historical Questions we create. I loved how the students in the video were really receptive this approach and think we should strive to get that reaction in end where students want and feel like there is more to learn.

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The video demonstrated what history class should be like-- a class focused on using historical thinking skills to answer and create an informed dialogue on important historical questions. Rather than teaching history as an official canon of myths and heroes, this video highlights that students are more interested in a curriculum which allows them to actively participate in the classroom. Teachers should act as facilitators in the classroom, in that they provide a guided instruction while giving students room to work collaboratively towards answering questions which challenge them intellectually. This form of instruction will broaden student's minds, and prepare them to think critically of their surroundings while also giving them a nuanced understanding of American/World History.

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The approach to teaching history showcased in the video- 'Reading like a Historian' really aligns well with the Common Core Standards as well as what we have read in the book Lies My Teacher Told Me and Teaching For Historical Literacy. When an inquiry-based approach to learning is supported, it fosters literacy and critical thinking skills. Rather than rote memorization of names and dates, there has been a paradigm shift in the way educators are now teaching history. By posing a central historical question and using documents and texts to supplement lessons, students are learning skills that supersede the content. Research has shown that this method of teaching history has improved literacy and student retained more comprehension.

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I read the Introduction of "Reading Like a Historian" first before watching the video and both do a really good job showing how exciting and rewarding it can be to teach students how to learn history in discipline-specific ways.  What I liked about the video is that I got to see and hear from students what they felt about engaging with the material through investigation rather than just memorizing factual information like they used to.  This directly relates to what we were learning about from our readings in Module 2, where Downey and Long emphasized the importance of building historical knowledge through conceptual and procedural methodology among others.  The reading this week helped reinforce a point made by our guest speaker, Ana Tourtellotte, who illustrated that our role as educators is to ask hard, historical questions of our students, but allowing them to lead their own inquiry with our aid.  As an educator, the implications of this process means that students will be better able to retain information, add meaning to it, and hopefully empower themselves with the skills and knowledge gained in the process.

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I read the Introduction of "Reading Like a Historian" first before watching the video and both do a really good job showing how exciting and rewarding it can be to teach students how to learn history in discipline-specific ways.  What I liked about the video is that I got to see and hear from students what they felt about engaging with the material through investigation rather than just memorizing factual information like they used to.  This directly relates to what we were learning about from our readings in Module 2, where Downey and Long emphasized the importance of building historical knowledge through conceptual and procedural methodology among others.  The reading this week helped reinforce a point made by our guest speaker, Ana Tourtellotte, who illustrated that our role as educators is to ask hard, historical questions of our students, but allowing them to lead their own inquiry with our aid.  As an educator, the implications of this process means that students will be better able to retain information, add meaning to it, and hopefully empower themselves with the skills and knowledge gained in the process.

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The Reading Like a Historian" video although short is was very interesting. making history lessons using collaborating exercises and allowing students to use multiple sources builds literacy skills. The students are learning how to use analytical skills and will be more engaged in the lessons, it also gives them a deeper understanding of the past. I was really excited to hear the students positive feed back because they were actually liking that they were learning new skills. As teachers we have to challenge our students and teaching them how to become mini investigators will help them in other subjects and other life skills. 

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The Reading Like a Historian" video although short is was very interesting. making history lessons using collaborating exercises and allowing students to use multiple sources builds literacy skills. The students are learning how to use analytical skills and will be more engaged in the lessons, it also gives them a deeper understanding of the past. I was really excited to hear the students positive feed back because they were actually liking that they were learning new skills. As teachers we have to challenge our students and teaching them how to become mini investigators will help them in other subjects and other life skills. 

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The "Reading Like a Historian" video highlighted an approach that is taking over history classrooms and turning students into historical investigators.  The class is organized around a historical question that supports students to use skills that historians use to answer questions about the past.  Instead of textbooks, students read documents and other sources from the past to answer the important questions about the document.  Such as who wrote it, when was it written, and if it was accurate.  This approach also gives students a chance to agree or disagree with what was written and the ability to support their argument.  I can see myself using this approach when I teach, especially because it gives students the consistency of knowing that when they walk into the class, they will be reading and then talking about it.

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After watching "Thinking Like a Historian" I am amazed to realize that this video shows 2008 as the year of first research of this approach, but I was already taught this way in middle school in 2007.  This makes me wonder if suburb schools picked this up prior to urban schools, or if my case was unique because of the influence of IB on our honors history program at both my high school and middle school.  Knowing no other way of learning/teaching it is very difficult for me to really compare the benefits, however based on the AP/IB scores of my school in comparison to other schools it is clear it was successful.  I wonder if students in regular classes were exposed to this type of learning considering the huge gap in achievement between the "average" students and the top students.  I hope that the "Thinking like a historian" video will change every classroom so that the gap between regular/honors/AP/IB classes lessens.

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The student at the end of the video said something incredibly profound. He said, "I feel that there is more to learn, a lot more," and he is right! A different student at the beginning of the video talked about how her perspective on history transformed when she went from reading a textbook to examining documents. Reading like a historian or thinking like a historian brings history to life. It allows the student to be an active learner rather than a passive learner. As we have been discussing in class, textbooks have their pros and cons, however, I have to agree with what Loewen says in Lies My Teacher Told Me, that textbooks tend to present facts in a way that should not be questioned. Teaching students to "Read Like a Historian" will ENCOURAGE, or perhaps DEMAND that they ask questions when examining a document.

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"Thinking Like A Historian" video showed me that students shouldn't be using history to memorize facts or vocabulary. Instead, students will use history to improve their critical thinking skills and advance their readings. As a future history teacher, my goal is to provide students to think like historians with documents to analyze and respond to the questions I would ask them. I want students to be like investigators by reading historical documents and ask themselves questions about the documents. I also want students to connect historical documents towards other important historical events like how the Civil Rights Movement influence the 21st century.

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The "Thinking like a historian" video supported so much of what we are learning and what we have learned already. Students are not only doing better in history but they are enjoying it also. One of the teachers said that these students are not only improving their historical skills, but also their retention of information is better. Although students are reading more, they are able to actively learn and apply these skills to every day life. One of the students says she was able to compare and contrast media outlets. Students are not only being taught important history, but they are also being taught practical skills for their lives and future endeavors

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My favorite think about learning to read like a historian is how it trains students in how to approach reading, analyzing, and learning about history through the use of primary documents. Instead of memorizing information, they are taught to think and what questions to ask. This approach challenges the status quo of history and provokes students think outside the box. I love that along with that, general reading comprehension skills increase. As a teacher, I think this style of teaching must be much more rewarding as well because you get to watch students become the investigators of history and dive into new topics and territories not typically explored. Another bonus, is students are forced to actively learn!

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My favorite think about learning to read like a historian is how it trains students in how to approach reading, analyzing, and learning about history through the use of primary documents. Instead of memorizing information, they are taught to think and what questions to ask. This approach challenges the status quo of history and provokes students think outside the box. I love that along with that, general reading comprehension skills increase. As a teacher, I think this style of teaching must be much more rewarding as well because you get to watch students become the investigators of history and dive into new topics and territories not typically explored. Another bonus, is students are forced to actively learn!

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After watching the video "Reading Like a Historian," please write a 5 sentence reflection. Then, read and respond to TWO of your classmates.

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After watching the video "Reading Like a Historian," please write a 5 sentence reflection. Then, read and respond to TWO of your classmates.