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Historical Thinking
in the 21st
Century
sticky idea?
historical thinking rewires brains
rewiring brains is a good thing
HOWWHY
Q&A
don’t be that guy
don’t be that guy
“Kids don’t hate history. They hate the way we teach it.”
• All the Light We Cannot See
• The Wright Brothers • The Boys in the Boat • The Da Vinci Code • Killing Reagan
• Unbroken • Gone with the Wind • Schindler’s List • Selma • The Imitation Game
how are history students
different than historians?
kids see history as
answers historians see history as problems
so what does it
look like?
problems to solve
evidence to analyze
solutions to share
“This painting is important because it tells us what really happened at the first Thanksgiving. Do you agree or disagree?”
What do you need to know in order to make a decision?
• The First Thanksgiving 1621 • Painted in 1932 by American J. L. G. Ferris
• Part of a series of US history events • Series displayed at Independence Hall for 20 years
- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
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- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
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collect & organize evidence
- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
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find a buddy
20 Minute Expert
2008 Great Recession
causes / impact
causes impact
risky sub-prime loans, high oil / food prices, lack of regulatory oversight, other
4 corners
no impact, minimum impact, lots of impact, massive impact
4 corners
Pie Chart activity
risky sub-prime loans
lack of regulatory oversight
high oil / food prices
www.google.com/publicdata
“Social Studies content is the vehicle for demonstrating mastery, not the destination.”
text, context, subtext
primary sources analysis worksheets
Fanny Palmer - 1868Across the Continent: Westward the Course of Empire Takes Its Way Currier and Ives
This is an example of propaganda. True or
false?
we can create our own
STANFORD HISTORY EDUCATION GROUP SHEG.STANFORD.EDU
Historical Reading Skills
Questions Students should be able to . . . Prompts
Sourcing
Who wrote this?What is the author’s perspective?When was it written?Where was it written?Why was it written?Is it reliable? Why? Why not?
Identify the author’s position on the historical eventIdentify and evaluate the author’s purpose in producing the documentHypothesize what the author will say before reading the documentEvaluate the source’s trustworthiness by considering genre, audience, and purpose
The author probably believes . . .I think the audience is . . .Based on the source information, I think the author might . . .I do/don’t trust this document because . . .
Contextualization
When and where was the document created?What was different then? What was the same?How might the circumstances in which the document was created affect its content?
Understand how context/background information influences the content of the documentRecognize that documents are products of particular points in time
Based on the background information, I understand this document differently because . . .The author might have been influenced by _____ (historical context) . . .This document might not give me the whole picture because . . .
CorroborationWhat do other documents say?Do the documents agree? If not, why?What are other possible documents?What documents are most reliable?
Establish what is probable by comparing documents to each otherRecognize disparities between accounts
The author agrees/disagrees with . . .These documents all agree/disagree about . . .Another document to consider might be . . .
Close Reading
What claims does the author make?What evidence does the author use?What language (words, phrases, images, symbols) does the author use to persuade the document’s audience?How does the document’s language indicate the author’s perspective?
Identify the author’s claims about an eventEvaluate the evidence and reasoning the author uses to support claimsEvaluate author’s word choice; understand that language is used deliberately
I think the author chose these words in order to . . .The author is trying to convince me . . .The author claims . . . The evidence used to support the author’s claims is . . .
HISTORICAL THINKING CHART
what questions should we use?
Literacy activities
Reading so it’s possible to
evaluate an argument or claim determine the main idea, identifying and
analyzing evidence, relationships, and supporting details
comprehend complex and difficult text identify and evaluate critical information
communicated in multiple forms of media
Writing clearly and coherently
to make an argument using evidence, logic, and reasoning
to tell a story by applying the appropriate technologies for the
purpose and audience by gathering multiple sources of information
and integrating them into short and long term projects
Communicating effectively by
preparing and collaborating with diverse partners
designing and delivering a presentation on a specific topic
presenting information and evaluation to others in a manner that is not totally written text
using multiple modes of communication
Literacy activities PEEL
PointMake your point or introduce a claim
EvidenceBack up your point or claim with supporting facts from credible sources
ExplanationExplain how the evidence supports your claim
LinkDemonstrate connections each point; to yourself, another text, other events, or to the world
P
E
E
L
PointMake your point or introduce a claim
EvidenceBack up your point or claim with supporting facts from credible sources
ExplanationExplain how the evidence supports your claim
LinkDemonstrate connections each point; to yourself, another text, other events, or to the world
P
E
E
L
literacy
expectations?
Literacy activities Tic Tac Tell
Literacy activities
hexagons history frame word sorts quick draw
select a visual “anchor”
graphic
notes
this image shows . . .
a connection between then &
now would be . . .
make a prediction
This image
This image
write lines of dialogue
where when what
- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
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- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
GETGLENN WIEBE’S
C4 cards here!
Find even more C4 information, resources, and useful goodies at www.ceefour.comcollaborate with others
collaborative document analysis
Padlet
padlet.com/glennw/secondarySS
evidence “dropbox”
presentation tool
print a book
“back channel”
exit card
survey / brainstorm
fantasygeopolitics.com
Fantasy GeoPolitics
“participatory social studies”Twitter
- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
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- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
GETGLENN WIEBE’S
C4 cards here!
Find even more C4 information, resources, and useful goodies at www.ceefour.comCreate a solution
iPhone from the past
Find an old camera. Bring it to class and tell your students that this camera was found in the closet of a retired soldier. The soldier was at the battle of Gettysburg. The film hasn’t been developed yet. If this camera was at Little Round Top, what pictures would it contain?
List the three most important inventions of the twentieth century. Explain why someone might disagree with you.
Both Herbert Hoover and FDR have applied for the job as president in 1932. They have given you their resumes. Who would you hire? Why?
STANFORD HISTORY EDUCATION GROUP SHEG.STANFORD.EDU
Historical Reading Skills
Questions Students should be able to . . . Prompts
Sourcing
Who wrote this?What is the author’s perspective?When was it written?Where was it written?Why was it written?Is it reliable? Why? Why not?
Identify the author’s position on the historical eventIdentify and evaluate the author’s purpose in producing the documentHypothesize what the author will say before reading the documentEvaluate the source’s trustworthiness by considering genre, audience, and purpose
The author probably believes . . .I think the audience is . . .Based on the source information, I think the author might . . .I do/don’t trust this document because . . .
Contextualization
When and where was the document created?What was different then? What was the same?How might the circumstances in which the document was created affect its content?
Understand how context/background information influences the content of the documentRecognize that documents are products of particular points in time
Based on the background information, I understand this document differently because . . .The author might have been influenced by _____ (historical context) . . .This document might not give me the whole picture because . . .
CorroborationWhat do other documents say?Do the documents agree? If not, why?What are other possible documents?What documents are most reliable?
Establish what is probable by comparing documents to each otherRecognize disparities between accounts
The author agrees/disagrees with . . .These documents all agree/disagree about . . .Another document to consider might be . . .
Close Reading
What claims does the author make?What evidence does the author use?What language (words, phrases, images, symbols) does the author use to persuade the document’s audience?How does the document’s language indicate the author’s perspective?
Identify the author’s claims about an eventEvaluate the evidence and reasoning the author uses to support claimsEvaluate author’s word choice; understand that language is used deliberately
I think the author chose these words in order to . . .The author is trying to convince me . . .The author claims . . . The evidence used to support the author’s claims is . . .
HISTORICAL THINKING CHART
readwritethink.org
sascurriculumpathways.com
Writing Navigator
- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
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- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
GETGLENN WIEBE’S
C4 cards here!
Find even more C4 information, resources, and useful goodies at www.ceefour.com
Communicate the solution
Fence Sitter
US government treatment of Native Americans was good for the country
The Treaty of Versailles did not cause World War II
Remaining a Tory in 1776 was the correct decision.
hstry.org
zoomin.edc.org
Zoom In
Kahoot
getkahoot.com kahoot.it
www.c4framework.com
