SHEG alum and MSU Professor Maribel Santiago has a new article in the journal Theory & Research in Social Education. "Erasing Differences for the Sake of Inclusion: How Mexican/Mexican American Students Construct Historical Narratives" presents her research on on how students understand the court case Mendez v. Westminster: http://dx.doi.org/10.1080/00933104.2016.1211971.
Forty-five teachers from across the country and around the world attended SHEG's professional development workshop “Core Practices for Inquiry-Based History Teaching” at the Stanford Teaching Festival. Stay tuned for next year’s dates. This year spaces filled up within a few hours of registration opening, so we encourage you to act quickly to secure a spot in next summer's workshop.
The Library of Congress has selected SHEG to receive a Teaching with Primary Sources grant. As part of this initiative, we will develop new history lessons and assessments, as well as online civic reasoning lessons, featuring documents from the Library's vast archives. Read more here.
SHEG alum Jolie Matthews's article "Historical Inquiry in an Informal Fan Community: Online Source Usage and the TV Show The Tudors" appears in the new issue of the Journal of the Learning Sciences. Read her article on historical learning in online communities here.
SHEG staff members Joel Breakstone and Brad Fogo will present with LAUSD's Elaina Garza and Kieley Jackson at the NCSS Annual Conference on Friday, November 13th, from 4:25pm to 5:15pm. In their session, Bridging the Divide: Lessons from a School District/University Partnership, participants will explore curricular materials and professional development tools created by Los Angeles Unified School District and the Stanford History Education Group to support the integration of disciplinary literacy into history classrooms.
SHEG staff member Brad Fogo will present with LAUSD's Kieley Jackson and Elaina Garza at the session "Bridging the Divide: Lessons from a school district-university partnership to support inquiry-based history education" at the Teaching the Past for Tomorrow Conference on the Future of History Education, organized by the California History-Social Science Project. Learn more at http://chssp.ucdavis.edu/conference.
Fifty teachers, some from as far away as Australia, attended SHEG's professional development workshop “Core Practices for Inquiry-Based History Teaching” from July 7 to 10. Stay tuned for next year’s dates. This year spaces filled up within 48 hours of registration opening, so we encourage you to act quickly to secure a spot.
SHEG's Director of Curriculum Development, Brad Fogo, has a new article out in Teaching and Teacher Education. In "Mentoring novices' teaching of historical reasoning: Opportunities for pedagogical content knowledge development through mentor-facilitated practice," Fogo and Betty Achinstein address how mentoring can support new teachers in teaching historical reasoning.
SHEG alum Abby Reisman was selected as a 2015 National Academy of Education/Spencer Postdoctoral Fellow. Her project Practice-Based Coaching and Professional Development: Supporting Teacher Facilitation of Whole-Class Text-Based History Discussion explores the effects of practice-based professional development and coaching on teacher facilitation of whole-class text-based discussion in history. To learn more, go to http://www.naeducation.org/NAED_166282.htm#Reisman.
LAUSD has put together a great overview of what California Content Standards and Common Core State Standards align with our History Assessments of Thinking and Reading Like a Historian lessons. We encourage you to check them out!
A new article by the Stanford Report covers SHEG's collaboration with L.A. Unified. It explores the Reading Like a Historian curriculum, L.A. teachers' professional development with SHEG staff, and students' reception of the materials and approach. You can read the full article here.
The LA Times reports on L.A. Unified's adoption of the Reading Like a Historian curriculum. The article discusses RLH's departure from traditional, textbook-based history curricula and shares teacher and student responses to its novel approach. You can read the full article here.
Congratulations to our director, Joel Breakstone, for winning the Larry Metcalf Exemplary Dissertation Award! The Metcalf is the highest award for PhD dissertations given by the National Council of the Social Studies. He joins former SHEG staff winners Chauncey Monte-Sano and Abby Reisman. Read more about Joel's research and winning the award here.
SHEG affiliate Chauncey Monte-Sano has a new article in the Journal of Curriculum Studies: "Implementing a Disciplinary-Literacy for US History: Learning from Expert Middle School Teachers in Diverse Classrooms." Click here for more information.
Brad Fogo, SHEG's director of curriculum development, has a new article in the latest issue of Theory and Research in Social Education: "Core Practices for Teaching History: The Results of a Delphi Panel." Click here for more information.
SHEG's Abby Reisman, one of the founders of the Reading Like a Historian approach, accepts position as Assistant Professor of Teacher Education at the Graduate School of Education at the University of Pennsylvania. Congratulations Abby!
In his new article out in Education Week, Sam Wineburg encourages district administrators preparing for Common Core State Standards to use a valuable resource right in front of their eyes -- history class. Read the article here.
The newest issue of the Stanford Magazine is out, and SHEG is the cover story. The article discusses the popularity of the Reading Like a Historian curriculum and describes how graduates of the Stanford Teacher Education Program are implementing it in their classrooms. We hope you'll check it out here.
Fast Company magazine says Reading Like a Historian "redesigns the way history is taught, giving students diverse and often contradictory information," through which "we help students learn how to look at the world with different frames of reference." You can read the article, "How Reframing a Problem Unlocks Innovation," here.
We hope to see you at the California Council of the Social Studies Annual Conference on March 9th, where Joel Breakstone will present "Beyond the Bubble: Stanford University's New Assessments of Historical Thinking" at 2:45pm. For more information on the conference, please visit http://www.ccss.org/2013_conference.
Kenneth Pomeranz, president of the American Historical Association, addresses historical ways of reading in his article "Not by Numbers Alone" in this month's issue of Perspectives on History. Pomeranz points to the work of Sam Wineburg in explaining the importance of historical reading skills.
Congratulations to Abby Reisman! Her article, "The Document Based Lesson," was awarded the William and Edwyna Gilbert Award by the American Historical Association for the "best article on teaching history." The article reports results from Reisman's study of the effects of the Reading Like a Historian curriculum on student learning at five San Francisco High Schools.
Education Week spotlights the Reading Like a Historian Curriculum in its article "History Lessons Blend Content Knowledge, Literacy." As educators adapt their teaching to meet the Common Core State Standards many are turning to SHEG's document-based curriculum. As our curriculum developer Abby Reisman puts it, "Literacy skills: got that.
We invite you to check out what Dianne Ravitch, History News Network, Education Week, History Tech, and Emerging America are saying about Beyond the Bubble. This new site unlocks the vast digital archive of the Library of Congress to create a new generation of history assessments and provides teachers with dozens of HATs, or History Assessments of Thinking.
A big thank you to the American Historical Association for awarding Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms by Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano this year's James Harvey Robinson Prize for the teaching innovation that has made "the most outstanding contribution to the teaching and learning of history in any field for public or educational purposes."
San Diego, CA
I am a middle school teacher in San Diego and was fortunate enough to attend a SHEG workshop in...
A huge thank you to the Stanford History Education Group! Your incredible work and stimulating...
I can't recall how or when I stumbled upon Reading Like a Historian, but it was a...
Fort Mill, SC
I am using these lessons and loving them. I have always been a firm believer in use of...
I have really enjoyed the lessons from your group. Thank you very much. I love the primary...
Colorado Springs, CO
I'm thrilled that I found this site! I have wanted to try this methodology in my classroom, but...
Congratulations! I have begun to integrate your curriculum into my U.S. History and U.S....
Big Rapids, MI
I came across your site while researching to update and improve my U.S. History classes. I was...
I just wanted to thank you all for this brilliant curriculum. I have been trying to find primary...
I just wanted you to know how much I love and appreciate all of the Reading Like a Historian...
I love using your lessons in my classroom! I teach both 6th and 7th-grade U.S. History in...
Paul C. Beavers
I use these documents and lesson plans all the time! This is an amazing resource...
Let me just say that I love this program. It has a variety of useful information that helps...