How do historians think? 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 room Video link: http://teachinghistory.org/historical-thinking-intro What are five tools that are mentioned? What literacy skills are needed to make it easier for students to use these tools effectively? 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?

Question 2 What literacy skills are needed to make it easier for students to use these tools effectively?

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-Making WH.7.1 Identify patterns of historical change and duration and construct a representation that illustrates continuity and 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-effect relationships. WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of the participants involved. WH.7.5 Use technology in the process of conducting historical research and to present products of historical research. WH.7.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing 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, Research 7.1.15 Create and compare timelines that identify major people and events and developments in the history of civilization and/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 and chance 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 and nonfictional 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- Making USH.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 Adjustments 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 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: Students see the teacher using an essential question to guide their reading (I do it) Students will follow the modeled example (We do it) Students will collaborate in applying this modeled method (You do it together) Students then refer to the essential question and apply its purpose independently (You do it alone)

A Model for Success for All Students TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY 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?

Asking the Right Questions

Further Steps in Teaching Historical Thinking and Essential Questions Additional slides

Elements of Historical Thinking

A Framework to Lead Us to Our Questions

Visualizing the Process Our understanding and experience drives our thinking Historical Thinking frames our teaching Formulating an essential question engages our students

Shifting from Facts to Concepts Concepts and content knowledge Breadth of topic Depth within topic Recall Transfer and connections

Shifting from Teacher-Centered to Student-Centered Teacher as disseminator Student as a facilitator Students investigate the social sciences using multiple sources Students learn facts from textbook Students construct interpretations and communicate conclusions Students retell interpretation

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) What issue we can identify? What historical thinking should we apply? What essential question can we develop?

Italians revolt against migrant 'invasion‘ (The Telegraph) What issue we can identify? What historical thinking should we apply? What essential question can we develop?

Women’s World Cup Final Was Most-Watched Soccer Game in United States History (New York Times) What issue we can identify? What historical thinking should we apply? What essential question can we develop?

Supreme Court decisions sweep aside history (Courier-Journal) What issue we can identify? What historical thinking should we apply? 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