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HHistorical Thinkingstrategies for secondry integration
“Kids don’t hate history. f They hate the way we teach it.”
don’t be that guy
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
T"The one practice we all engage in as historians is reading and writing."
Hendrik Hartog Princeton University
so what does it
look like?
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socialstudiescentral.com
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Find even more C4 information, resources, and useful goodies at www.ceefour.comcollect & organize evidence
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find some buddies
reason two
reason one
reason three
Nowolipki 18, Warszawa, Poland
Google Cardboard
what might this look like?
In a few seconds, we had ceased to be men. Had the situation not been so tragic, we might have laughed. We looked pretty strange! Meir Katz, a colossus, wore a child’s pants, and Stern, a skinny little fellow, was floundering in a huge jacket. We immediately started to switch.
The night had passed completely. The morning star shone in the sky. I too had become a different person. The student of Talmud, the child I was, had been consumed by the flames. All that was left was a shape that resembled me. My soul had been invaded – and devoured – by a black flame.
What is the difference between inhuman and inhumane?
Does the definition change depending on time and place?
This is an example of propaganda. True or
false?
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
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
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- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
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hexagons
- The C4 FRAMEWORK -COLLECT COLLABORATECREATE COMMUNICATE
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Create a solution
?when & where wasthis photo taken
how about these?
Malaga Cove Elementary School Los Angeles County, CA
1930
how are they
different? how are they the same?
why do these salutes not exist anymore?
how do you know?
WANNA MAKE A CLAIM?prove it!
The author said . . .
I know . . . because . . .
For example . . .
For instance . . .
On page five, it says . . .
From the text, I know that . . .
In the photograph we can see . . .
From what I read in . . .
According to . . .
All of the evidence suggests that . . .
THINK LIKEa historian!
graphic notes
this image shows . . .
a connection between then &
now would be . . .
what might happen two days (years)
from now?
This image
what was happening one hour ago?
write lines of dialogue
Quick Writes
graphic notes
this image shows . . .
a connection between then &
now would be . . .
what might happen two days from
now?
This image
what was happening one hour ago?
write lines of dialogue
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?
Both Herbert Hoover and FDR have applied for the job as president in 1932. You have their
resumes. If this was a “real” job, who would you hire? Why?
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Find even more C4 information, resources, and useful goodies at www.ceefour.comCommunicate a solution
?how might you use these two documents to
create a learning activity
what do the Jefferson list and this image have in common? How could they be combined to create a opportunity to become more globally compentent?
blogs.loc.gov/teachers
Mexico
Guatemala
Cuba
Ecuador
Kahoot
getkahoot.com kahoot.it
www.c4framework.com
