17. “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?
18. • 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
19.
20.
21.
22.
23.
24.
25. - The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
26. - The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
collect & organize evidence
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
50. 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 event
Identify and evaluate the author’s
purpose in producing the
document
Hypothesize what the author will
say before reading the document
Evaluate 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 document
Recognize 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 . . .
Corroboration
What 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
other
Recognize 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 event
Evaluate the evidence and
reasoning the author uses to
support claims
Evaluate 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?
53. 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
54. 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
55. 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
57. Point
Make your point or introduce a
claim
Evidence
Back up your point or claim with
supporting facts from credible sources
Explanation
Explain how the evidence supports your claim
Link
Demonstrate connections each point; to
yourself, another text, other events, or to
the world
P
E
E
L
58. Point
Make your point or introduce a
claim
Evidence
Back up your point or claim with
supporting facts from credible sources
Explanation
Explain how the evidence supports your claim
Link
Demonstrate connections each point; to
yourself, another text, other events, or to
the world
P
E
E
L
literacy
expectations?
79. - The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
collaborate with others
85. - The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
Create a solution
91. 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?
92.
93. 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 event
Identify and evaluate the author’s
purpose in producing the
document
Hypothesize what the author will
say before reading the document
Evaluate 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 document
Recognize 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 . . .
Corroboration
What 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
other
Recognize 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 event
Evaluate the evidence and
reasoning the author uses to
support claims
Evaluate 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
96. - The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies at www.ceefour.com
Communicate the solution
97. 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.
