historical thinking how do historians think? example – non example
TRANSCRIPT
Historical Thinking
How do historians think?•Example – Non example
Kinds of Historical Thinking – Give one, Get one, Move on! (GoGoMo)• View video to clarify and reflect on the tools of historical thinking (HT)
we may use in our class roomVideo link: http://teachinghistory.org/historical-thinking-intro
1. What are five tools that are mentioned?2. What literacy skills are needed to make it easier for students to use
these tools effectively?3. What learning mode or instructional approach is best suited for
historical learning activities and strategies?
Question 1
What are the historical thinking (HT) tools that are mentioned in the
video?
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Question 2
What literacy skills are needed to make it easier for students to use these tools
effectively?
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Question 3
What learning mode or instructional approach is best suited for historical
thinking activities and strategies?
Where do we see HT referenced in our standards?Example for Grade 7 Eastern Hemisphere:Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-MakingWH.7.1 Identify patterns of historical change and duration and construct a representation that illustrates continuityand change.WH.7.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past.WH.7.3 Investigate and interpret multiple causation in analyzing historical actions and analyze cause-and-effectrelationships.WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of the participantsinvolved.WH.7.5 Use technology in the process of conducting historical research and to present products of historicalresearch.WH.7.6 Formulate and present a position or course of action on an issue by examining the underlying factorscontributing to that issue and support that position.
Where do we see HT referenced in our standards?• Examples for World History (Grade 9):Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research7.1.15 Create and compare timelines that identify major people and events and developments in the history of civilizationand/or countries of Africa, Asia and the Southwest Pacific.7.1.16 Analyze cause-and-effect relationships, bearing in mind multiple causation in the role of individuals, beliefs andchance in history.7.1.17 Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.7.1.18 Compare and contrast perspectives of history in Africa, Asia, and the Southwest Pacific using fictional andnonfictional accounts including visual, literary, art, and musical sources
Where do we see HT referenced in our standards?Example for U.S. History (Grade 11):Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-MakingUSH.9.1 Identify patterns of historical succession and duration in which historical events have unfolded and apply them to
explain continuity and change.
USH.9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past; discover
possible limitations in various kinds of historical evidence and differing secondary opinions.
USH.9.3 Analyze multiple, unexpected, and complex causes and effects of events in the past.
USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.
USH.9.5 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to
that issue.
Critical Components to Model HT in Classrooms• Apply HT standards to lesson designs• Create opportunities for students to exemplify HT – use
gradual release of responsibility• Discuss and practice using HT concepts before applying them
to specific content• Organize lessons around an essential question
Advantages and adjustments of organizing our instruction around essential (critical, etc.) questions?
Advantages• Promotes inquiry• Starts with the particulars• Works best with collaboration• Reflects the issues and events
experienced in everyday life• Allows for introspection and an
examination of universal values
Adjustments• Shifts more responsibility on student to
‘explore’ possible answers• Requires patience to build up to a
conclusion• Requires rules and procedures to guide
‘productive’ collaboration• Everyday life can be messy and sometimes
may not provide clear answers – can students settle for that?
• Introspection and universal values may make us more vulnerable as thinkers
Essential Questions During Instruction• Best practice is to model the essential question in all stages of the
gradual release of responsibility:1. Students see the teacher using an essential question to guide their
reading (I do it)2. Students will follow the modeled example (We do it)3. Students will collaborate in applying this modeled method (You do it
together)4. Students then refer to the essential question and apply its purpose
independently (You do it alone)
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided Instruction
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Where can you find essential questions in the pacing resources?
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Asking the Right Questions
Further Steps in Teaching Historical Thinking and
Essential QuestionsAdditional slides
Elements of Historical Thinking
A Framework to Lead Us to Our Questions
Visualizing the Process
Our understanding and experience
drives our thinking
HistoricalThinking
frames our teaching
Formulating an essential
question engages our
students
Shifting from Facts to Concepts
From To
Facts Concepts and content knowledge
Breadth of topic Depth within topic
Recall Transfer and connections
Shifting from Teacher-Centered to Student-Centered
From To
Teacher as disseminator Student as a facilitator
Students learn facts from textbook
Students investigate the social sciences using
multiple sources
Students retell interpretation
Students construct interpretations and
communicate conclusions
How does this impact the classroom?• It impacts how we design our lessons and activities• It impacts how we interact with students about what
they are learning• It impacts how students shape their own learning• It becomes a model for thinking about the world (past
and present) in general – promotes critical reflection and empathy
French Taxi Drivers Attack Über (Yahoo News)
1. What issue we can identify?2. What historical thinking should we apply?3. What essential question can we develop?
Italians revolt against migrant 'invasion‘ (The Telegraph)
1. What issue we can identify?2. What historical thinking should we apply?3. What essential question can we develop?
Women’s World Cup Final Was Most-Watched Soccer Game in United States History (New York Times)
1. What issue we can identify?2. What historical thinking should we apply?3. What essential question can we develop?
Supreme Court decisions sweep aside history (Courier-Journal)
1. What issue we can identify?2. What historical thinking should we apply?3. What essential question can we develop?
Putting together a lesson that teaches historical thinking• 1. Start with a standard and identify enduring idea (concept)• 2. Apply question to a topic that will lead students to understand a a type of
historical thinking (content-wise/skill-wise)• 3. Find/create sources that presents information in a way that illustrates the
type of historical thinking you wish to highlight (be sure to organize this around an essential question!)• 4. Model where and how students can use sources of information to support
‘their’ point of view• 5. Allow students to collaborate in this endeavor through facilitation• 6. Challenge students to explain their point of view independently using
supporting evidence