Literacy in History
The subject of history is one generally based on two skill sets – reading and writing. Ask any historian and they will invariably tell you that in order for it to qualify as history, it must first be written down. The historian will also likely say that it is the job of the student of history to read this written record, analyze various elements of the historical events and episodes as presented through documents, interpret those events and episodes, and communicate them in a reasoned and appropriate manner. For this reason, history is not some stagnant thing, some collection of trivia to be memorized and repeated, for “The story of history is ever growing; the stream of history is ever widening; the life of which it tells is ever becoming fuller and richer. History, to be complete, must portray and interpret life in its manifold phases…. Achievement, record, interpretation, application: this is the perpetual cycle in which the forces of history move as they come from past to present, and go from present to future” (Wayland, 1927, pp. 13, 16). This, at its core then, implicates history as a task in literacy, for if we are to make sense of the record, interpret that record objectively, and apply the lessons thoughtfully, we must be literate beings. Herein lies the vital and incontrovertible connection between history and literacy.
Objectives of these modules:
Upon completion of these modules, teacher candidates will be able to:
- identify unique features associated with using historical narrative, graphic representations, and historiographical works to teach history.
- demonstrate knowledge of the theoretical/research base on using historical narrative, graphic representations, and historiographical works to teach history.
- make connections between using historical narrative, graphic representations, and historiographical works to teach history and the theoretical/research base that supports the genres as important ones in the study of history.
- apply the steps of using certain teaching strategies based on using historical narrative, graphic representations, and historiographical works to teach history to a given case study or example.
- evaluate examples of implementation of using historical narrative, graphic representations, and historiographical works to teach history.