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Historical Thinking
strategies for integration
glennw@essdack.org
@glennw98
glennwiebe.org
c4framework.com
Glenn Wiebe
“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
standards & assessments
have changed
"The one practice we all
engage in as historians is
reading and writing."
Hendrik Hartog
Princeton University
sticky idea?
rewiring brains is a
good thing
Reading
evaluate an argument or claim
determine main idea / identify and
analyze evidence
comprehend complex and difficult
text
id...
Writing
make an argument using evidence
tell a story
apply appropriate technologies
gather multiple sources of
information into pr...
Communicating
collaborate with diverse partners
design and deliver a presentation
present information that is not
totally written text
u...
so what
does it
look like?
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
socialstudiescentral.com
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
find some
buddies
Pie Chart activity
bad loans by
large banks
high gas / food
prices
not enough regulatory
oversight
www.google.com/publicdata
This is an example of
propaganda. True or
false?
Crop it
STANFORD HISTORY EDUCATION GROUP SHEG.STANFORD.EDU
Historical Reading
Skills
Questions Students should be able to . . . Pr...
what do you
see
how are
they
different? how are
they
the same?
which of these images is
most historically accurate?
how do you know?
WANNA MAKE A CLAIM?
prove it!
The author said . . .
I know . . . because . . .
For example . . .
For instance . . .
On pag...
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
iPhone
from the
past
Apps in My Dock
Recent Texts
Contacts
Emails
tic tac 

tell
Find an old camera. Bring it to class and tell your
students that this camera was found in the closet of a
retired soldier...
Both Herbert Hoover and FDR have applied for
the job as president in 1932. They have given you
their resumes. Who would yo...
hstry.org
www.c4framework.com
glennw@essdack.org
@glennw98
glennwiebe.org
c4framework.com
Glenn Wiebe
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
Thinking historically: Integration strategies for the social studies
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Thinking historically: Integration strategies for the social studies

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A quick presentation that highlights a few instructional strategies that combine primary sources and ELA skills

Published in: Education
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Thinking historically: Integration strategies for the social studies

  1. 1. Historical Thinking strategies for integration
  2. 2. glennw@essdack.org @glennw98 glennwiebe.org c4framework.com Glenn Wiebe
  3. 3. “Kids don’t hate history.
 f They hate the way we teach it.”
  4. 4. don’t be that guy
  5. 5. All the Light We Cannot See The Wright Brothers The Boys in the Boat The Da Vinci Code Killing Reagan
  6. 6. Unbroken Gone with the Wind Schindler’s List Selma The Imitation Game
  7. 7. standards & assessments have changed
  8. 8. "The one practice we all engage in as historians is reading and writing." Hendrik Hartog Princeton University
  9. 9. sticky idea?
  10. 10. rewiring brains is a good thing
  11. 11. Reading
  12. 12. evaluate an argument or claim determine main idea / identify and analyze evidence comprehend complex and difficult text identify / evaluate information in multiple forms of media
  13. 13. Writing
  14. 14. make an argument using evidence tell a story apply appropriate technologies gather multiple sources of information into projects
  15. 15. Communicating
  16. 16. collaborate with diverse partners design and deliver a presentation present information that is not totally written text use multiple modes of communication
  17. 17. so what does it look like?
  18. 18. - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
  19. 19. socialstudiescentral.com
  20. 20. - 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
  21. 21. find some buddies
  22. 22. Pie Chart activity
  23. 23. bad loans by large banks high gas / food prices not enough regulatory oversight
  24. 24. www.google.com/publicdata
  25. 25. This is an example of propaganda. True or false?
  26. 26. Crop it
  27. 27. 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 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
  28. 28. what do you see
  29. 29. how are they different? how are they the same?
  30. 30. which of these images is most historically accurate? how do you know?
  31. 31. 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 LIKE a historian!
  32. 32. - 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
  33. 33. iPhone from the past
  34. 34. Apps in My Dock Recent Texts Contacts Emails
  35. 35. tic tac 
 tell
  36. 36. 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?
  37. 37. 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?
  38. 38. hstry.org
  39. 39. www.c4framework.com
  40. 40. glennw@essdack.org @glennw98 glennwiebe.org c4framework.com Glenn Wiebe

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