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using the historian lens to specify emotional stories and acknowledge the uniqueness of experience, using the literary lens to draw particular emotional universals of the historical moment

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Sourcing - story of the sourcing

Interpretation and truth have to be considered

Finding historical texts that hold emotion to connect in the same way as literary texts

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I really want to leverage literary texts to connect the emotion of the historical moment to my students. This will help my students see themselves in these complex moments in time. It will also help tie a greater historical narrative together.

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That experiencing and engaging with emotion during the analysis of a literary text (ELA hat) can deepen student's historical analysis.

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I want to keep in mind that it may be difficult for students to switch which "muscles" they use in English class versus social studies classes. I want to keep thinking about when having literary texts is useful or when it would derail their meaning-making.

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how literature is a production of history and the history we keep is a production of the literature we produce

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Noting the clear change (i.e. 'thinking caps' they need to put on) when analyzing through a historical and literary lens

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I really liked how Jessie and Audrey described using various muscles depending on if you were doing literary or historical. Secondly, taking time out to sit with the emotions of stories and humanizing the people who have experienced any event we discuss.

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- Historical empathy is super important for high school students to learn and many classrooms do not emphasize this. Literature is a great tool for developing historical empathy.
- literary reading and historical reading are different muscles of the same body

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how to make space between feeling emotion and keeping a historical lens.

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How can the emotion of art be carried through as part of the historical understand, not an obstacle to it? Specifically for very emotional texts how do students need to be prepped for that experience?

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I definitely do not want to leave out the emotional aspects of reading a text. In response to what I wrote in my first padlet, I do want students to think carefully about authorship, bias, and power

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- flipping between lenses & moving between the text and its context (model that movement for them?)
- making space for both analysis and emotion

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The emotion that they experience is directly tied to the way humans live through, and reflect on lived histories. To understand history, we have to understand at a fundamentally human, emotional, flawed, biased, level.