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Difference between revisions of "History of the American Home"
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===Identification of bottleneck=== | ===Identification of bottleneck=== | ||
| − | Students find it difficult to view Home as | + | Students find it difficult to view Home as a constructed ideal. |
===Description of mental tasks needed to overcome the bottleneck=== | ===Description of mental tasks needed to overcome the bottleneck=== | ||
| − | + | Students must be able to: | |
| − | + | * Understand that a text can have multiple meanings | |
| − | + | * Ask questions about what did not happen in a text, as well as what was actually on the page. | |
| − | + | * Recognize that carefully reading requires an investment of time beyond just passing one’s eyes over the words | |
| − | + | * Read more than once | |
| − | + | * Compare the text to a series of prompts or questions | |
| − | + | * Look for clues that relate the text to the secondary scholarship on the topic | |
| − | + | * Consider other possible models of the phenomena being presented (in this case the family) | |
| − | + | * Recognize the biases that a figure from the past brings to his or her description of phenomena | |
| − | + | * Look for contradictions and tensions within the text | |
| − | + | * Distinguish between what is and is not important in a text | |
| − | + | * Step back and take themselves out of the story | |
| − | + | * Recognize that the text is the creation of particular people | |
| − | + | * Compare different sources to understand each of them better | |
| − | + | * Recognize that people in the 19th century are different than us, that they have very different assumptions | |
| − | + | * Reconstruct the identity of the person who produced the text | |
| + | * Ask questions about the text – why was it produced, what was its purpose, what is it arguing | ||
==Researchers involved== | ==Researchers involved== | ||
Latest revision as of 16:42, 22 July 2024
Contents
Decoding work done
Identification of bottleneck
Students find it difficult to view Home as a constructed ideal.
Description of mental tasks needed to overcome the bottleneck
Students must be able to:
- Understand that a text can have multiple meanings
- Ask questions about what did not happen in a text, as well as what was actually on the page.
- Recognize that carefully reading requires an investment of time beyond just passing one’s eyes over the words
- Read more than once
- Compare the text to a series of prompts or questions
- Look for clues that relate the text to the secondary scholarship on the topic
- Consider other possible models of the phenomena being presented (in this case the family)
- Recognize the biases that a figure from the past brings to his or her description of phenomena
- Look for contradictions and tensions within the text
- Distinguish between what is and is not important in a text
- Step back and take themselves out of the story
- Recognize that the text is the creation of particular people
- Compare different sources to understand each of them better
- Recognize that people in the 19th century are different than us, that they have very different assumptions
- Reconstruct the identity of the person who produced the text
- Ask questions about the text – why was it produced, what was its purpose, what is it arguing
Researchers involved
Leah Shopkow and George Rehry as part of the Indiana University History Learning Project