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Dawes Chapter 3

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11 views7 pages

Dawes Chapter 3

Uploaded by

rtorres2114
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Scholarly Reading

Discussion:
Connect to the Past
to Understand the
Present
Dawes et al., 2024
Group 1
2 Reasons:

● History shapes our present: “Because the past continues to shape our student’s lives, they deserve
opportunities to explore it in their classrooms, to learn the tools of historical inquiry, and to consider
the ways in which they can make the world a better place”(pg 42).
● Historical Knowledge Is a Tool for Change: “Exploring the past is necessary work for our
present….When young people examine the events and stories of one specific time and place in
relation to another…it shapes their decision-making, critical thinking, and moral compass” (pg 43).

3 Barriers:

● “One is never too young to begin thinking about our connections to the past and our impact on the
future”(pg 43).
● “Diminished role of social studies in the Elementary school day in the aftermath of No Child Left
Behind” (pg 44).
● “Recent concerted effort across the U.S. to ban books from school and public libraries and restrict
teachers’ ability to discuss challenging topics in the context of history and contemporary life” (pg
44).
Leveraging Backmatter & Looking at Language
Backmatter: Comes at the end of the book and will
give more detail about key aspects of the text. Could
have: timeline, author/illustrator note, photographs,
glossary, suggested further readings
Importance: Confirms the sources used by author or
illustrator to create the primary text. Can be looked at
as discussion pieces. Shares author’s research process
and information on their sources. Identifies decisions
made on gaps in the research and author’s
interpretation.
Information for readers: “Anchors readers in the
disciplinary practice used by historians and book
creators” (p. 47). Allows us to connect the past to the
present (See illustrator’s note) and are useful for
analyzation (accuracy, visual etc.) and compare and
contrast(e.g. comparing what they learned in the book
to the larger body of work on the topic)
Information for teachers: Gives us aspects to
Group 3

Why is it important to look at the language use of authors? What are visible
authors and what makes them visible? Give examples of some language use?

● It is important because it helps students think of historic events/figures like


a historian by building moments throughout the book to create a whole
event
● Visible authors are authors that insert themselves into a text
● Visible authors, “create a rhetorical atmosphere of empathy and
collaboration with the reading audience” (Paxton, 1997, found on page 47)
● Examples: “our” and “we” (this is essential to the texts authenticity)
○ Make decision-making visible through words/phrases of uncertainty like
“perhaps”, “might”, and “to a certain extent” (called “hedging”)
Group 4

Incorporating historical perspectives for minority groups deepens our comprehension and
encourages students to have empathy.

Visualizations offer readers an imaginative foundation for all the future books, primary
resources, and art and artifacts with which they may engage.

The gutter of the book can help with visualizing the past on the left and the present on the
right.

Educators need to consider books that help students visualize the past with illustrations
that immerse us in that time period in unique ways.

The point of view the writing is in is important for illustrating the past because it allows for
multiple perspectives to be represented.
Group 5
How can we assist students in Understanding concepts and patterns over time (p. 52-53)? What
should educators look for when selecting high quality fiction or not fiction? (p. 54) What should we
look for in novels that allow students to connect to the past? (p. 55)

-Offer students a range of perspectives from various time periods so they can deeply understand
the concepts that shape the past, present, and future; portal into the past to immerse them into
that time period

-Authors whose own identities are reflected in their book subjects

-Books that relate the past to the present to teach continuity and change

-Books that show collaborative action instead of advocacy at the individual level

-Biographies with broad representations of socio-cultural diversity


Group 6
What are the (6) reader response characteristics we can use to assess if a book positions students to
become aware and engage with the world of the past? Why are they important? (pg. 55-56) What is a
picture-book we have read this semester that would be a quality choice and why?

1. Visualizing the past


2. Developing an insider view of the processes that historians use to make sense of the
past
3. Learning about the lives of changemakers in the past
4. Understanding continuity and change
5. Engaging fully with the present
6. Recognizing empowerment to act as stewards of equity for next generation

They are important because when we make choices to include books as part of our
classroom library, it builds students capacities to be aware of the people who came before
us. Learning about the past helps understand the present. Watercress would be a great
choice because it shows the daughter learning about her mothers past and accepting her

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