Historical Thinking Concepts

By , January 2, 2013 7:10 pm

Historical thinking, or discipline-based thinking, is part of the Ontario curriculum. I love it because it promotes critical thinking, meshes well with inquiry teaching, and focuses on learning rather than memorizing. 

Each historical thinking concept has guideposts. For our culminating activity we will focus on continuity & change and causes & consequences. Here are some guideposts and vocabulary lists:

Continuity and Change Guideposts:

  1. Continuity and change are interwoven – they overlap. They are not opposites. They can happen at the same time, just like you as a person can remain the same in some ways and develop and changes in other ways.
  2. Different groups of people experience progress and decline.
  3. There are turning points in change, either in pace of change or direction of change.

Continuity and Change Vocabulary Starter List:

Change: evolution, revolution, stray, develop, speed up

Progress: benefit, improve, develop, advance, innovate

Decline: suffer, harm, spiral down, reverse, slow down, regress, collapse, slide

Continuity: same, tradition, holdover, hang onto, preserve, perpetuate

 

Causes and Consequences Guideposts:

  1. There are usually multiple causes of an event, not just one.
  2. Causes can be long-term (underlying/background), medium-term, or short-term (triggers).
  3. Consequences can be unintended (mostly) or intended.
  4. Causes can be the result of the work of individuals, groups, and /or social forces (isms). (Like a triangle).

Causes and Consequences Vocabulary Starter List:

Cause: contribute to, lead to, have its origin in, act as roots, force, establish

Consequence: result in, end up as, lead to

 

 

 

HTC Tracking Sheets – use these to chart your own progress on each concept

CHW3M_HTC_Tracking_Sheet_Ethical_Dimension CHW3M_HTC_Tracking_Sheet_Hist_Perspectives CHW3M_HTC_Tracking_Sheet_Primary_Source_Evidence CHY4U_HTC_Tracking Sheet_Contin-Change CHY4U_HTC_Tracking_Sheet_Cause-Consequence

 

Primary Source Evidence

Use this chart for close reading of PSDs. It’s from the Stanford History Education Group (SHEG) who produce some of the best materials for historical thinking.

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“Historical Thinking” is a movement within the teaching of history. It has many variants in terms of the specific skills each focuses on. Here are a few, starting with the Canadian version that my students are familiar with.

The Historical Thinking Project – Canadian

  • establish historical significance
  • use primary source evidence
  • identify continuity and change
  • analyze cause and consequence
  • take historical perspectives
  • understand ethical dimensions of history

 

America’s History in the Making (Annenberg Foundation, Learner.org). Uses American topics to teach skills through interactive exercises. – American

  • placing artifacts in time
  • analyzing artifacts
  • reading maps
  • evaluating primary source evidence
  • curating an exhibit
  • balancing sources (this is my favourite interactive – I have gone through the Kent State example)

 

 Historical Thinking Standards (National Center for History in the Schools, UCLA)- American

  • chronological thinking
  • historical comprehension
  • historical analysis and interpretation
  • historical research capabilities
  • historical issues-analysis and decision making

 

Teaching History .org (National History Education Clearinghouse) – American

  • Multiple Accounts & Perspectives
  • Analysis of Primary Documents
  • Sourcing
  • Understanding Historical Context
  • Claim-Evidence Connection

 

 

 

 

 

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