Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Historical
Thinking
in the
21st
Century
sticky idea?
historical thinking
rewires brains
rewiring brains is a
good thing
HOW
WHY
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?”
...
• The First Thanksgiving 1621
• Painted in 1932 by American J. L. G.

Ferris
• Part of a series of US history events
• Ser...
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
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 - 1868

Across 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 . . . Pr...
Literacy
activities
Reading so it’s possible to
evaluate an argument or claim
determine the main idea, identifying and
analyzing evidence, rel...
Writing clearly and coherently
to make an argument using evidence, logic, and
reasoning
to tell a story
by applying the ap...
Communicating effectively by
preparing and collaborating with diverse
partners
designing and delivering a presentation on ...
Literacy
activities
PEEL
Point

Make your point or introduce a
claim
Evidence

Back up your point or claim with
supporting facts from credible sour...
Point

Make your point or introduce a
claim
Evidence

Back up your point or claim with
supporting facts from credible sour...
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
write lines of
dialogue
where when what
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
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 COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
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...
STANFORD HISTORY EDUCATION GROUP SHEG.STANFORD.EDU
Historical Reading
Skills
Questions Students should be able to . . . Pr...
readwritethink.org
sascurriculumpathways.com
Writing Navigator
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
Fence Sitter
US government treatment of Native
Americans was good for the country
The Treaty of Versailles did not cause
W...
hstry.org
zoomin.edc.org
Zoom In
Kahoot
getkahoot.com kahoot.it
www.c4framework.com
glennw@essdack.org
@glennw98
glennwiebe.org
c4framework.com
Glenn Wiebe
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
C4 Framework & Historical Thinking October 2015
Upcoming SlideShare
Loading in …5
×

C4 Framework & Historical Thinking October 2015

659 views

Published on

social studies, standards, c4, best practices, history

Published in: Education
  • Be the first to comment

C4 Framework & Historical Thinking October 2015

  1. 1. Historical Thinking in the 21st Century
  2. 2. sticky idea?
  3. 3. historical thinking rewires brains
  4. 4. rewiring brains is a good thing
  5. 5. HOW WHY Q&A
  6. 6. don’t be that guy
  7. 7. don’t be that guy
  8. 8. “Kids don’t hate history. They hate the way we teach it.”
  9. 9. • All the Light We Cannot See • The Wright Brothers • The Boys in the Boat • The Da Vinci Code • Killing Reagan
  10. 10. • Unbroken • Gone with the Wind • Schindler’s List • Selma • The Imitation Game
  11. 11. how are 
 history students different than historians?
  12. 12. kids see history as answers historians see history as problems
  13. 13. so what does it look like?
  14. 14. problems to solve evidence to analyze solutions to share
  15. 15. “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?
  16. 16. • 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
  17. 17. - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
  18. 18. - 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
  19. 19. find a buddy
  20. 20. 20 Minute Expert
  21. 21. 2008 Great Recession causes / impact
  22. 22. causes impact
  23. 23. risky sub-prime loans, high oil / food prices, lack of regulatory oversight, other 4 corners
  24. 24. no impact, minimum impact, lots of impact, massive impact 4 corners
  25. 25. Pie Chart activity
  26. 26. risky sub- prime loans lack of regulatory oversight high oil / food prices
  27. 27. www.google.com/publicdata
  28. 28. “Social Studies content is the vehicle for demonstrating mastery, not the destination.”
  29. 29. text, context, subtext
  30. 30. primary sources analysis worksheets
  31. 31. Fanny Palmer - 1868
 Across the Continent: Westward the Course of Empire Takes Its Way Currier and Ives
  32. 32. This is an example of propaganda. True or false?
  33. 33. we can create our own
  34. 34. 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?
  35. 35. Literacy activities
  36. 36. 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
  37. 37. 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
  38. 38. 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
  39. 39. Literacy activities PEEL
  40. 40. 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
  41. 41. 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?
  42. 42. Literacy activities Tic Tac Tell
  43. 43. Literacy activities hexagons history frame word sorts quick draw
  44. 44. select a visual “anchor” graphic notes
  45. 45. this image shows . . . a connection between then & now would be . . . make a prediction
  46. 46. write lines of dialogue
  47. 47. where when what
  48. 48. - 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
  49. 49. collaborative document analysis Padlet
  50. 50. padlet.com/glennw/secondarySS
  51. 51. evidence “dropbox” presentation tool print a book “back channel” exit card survey / brainstorm
  52. 52. fantasygeopolitics.com Fantasy GeoPolitics
  53. 53. “participatory social studies” Twitter
  54. 54. - 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
  55. 55. iPhone from the past
  56. 56. 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?
  57. 57. 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
  58. 58. readwritethink.org
  59. 59. sascurriculumpathways.com Writing Navigator
  60. 60. - 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
  61. 61. 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.
  62. 62. hstry.org
  63. 63. zoomin.edc.org Zoom In
  64. 64. Kahoot getkahoot.com kahoot.it
  65. 65. www.c4framework.com
  66. 66. glennw@essdack.org @glennw98 glennwiebe.org c4framework.com Glenn Wiebe

×