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Historical Thinking
strategies for secondry
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
"The one practice we all
engage in as historians is
reading and writing."
Hendrik Hartog
Princeton University
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
reason two
reason one
reason three
Nowolipki 18, Warszawa, Poland
Google 

Cardboard
what might this look
like?
In a few seconds, we had ceased to be men.
Had the situation not been so tragic, we
might have laughed. We looked pretty
s...
The night had passed completely. The
morning star shone in the sky. I too had
become a different person. The student of
Tal...
What is the difference between
inhuman and inhumane?
Does the definition change
depending on time and place?
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...
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
hexagons
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
when & where was
this photo taken
how about
these?
Malaga Cove Elementary School

Los Angeles County, CA
1930
how are
they
different? how are
they
the same?
why do these salutes 

not exist anymore?
how do you know?
WANNA MAKE A CLAIM?
prove it!
The author said . . .
I know . . . because . . .
For example . . .
For instance . . .
On pag...
graphic
notes
this image shows . . .
a connection
between then &
now would be . . .
what might happen
two days (years)
from now?
what wa...
write lines of dialogue
Quick Writes
graphic
notes
this image shows . . .
a connection
between then &
now would be . . .
what might happen
two days from
now?
what was happen...
write lines of dialogue
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. You have their
resumes. If this was a “real” jo...
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
how might you use these
two documents to
create a learning activity
what do the Jefferson list and this image have in common?
How could they be combined to create a opportunity to become mor...
blogs.loc.gov/teachers
Mexico
Guatemala
Cuba
Ecuador
Kahoot
getkahoot.com kahoot.it
www.c4framework.com
glennw@essdack.org
@glennw98
glennwiebe.org
c4framework.com
Glenn Wiebe
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
Thinking Historically & Literacy Integration Strategies in the Secondary Classroom
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Thinking Historically & Literacy Integration Strategies in the Secondary Classroom

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Thinking Historically & Literacy Integration Strategies in the Secondary Classroom

  1. 1. Historical Thinking strategies for secondry 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. "The one practice we all engage in as historians is reading and writing." Hendrik Hartog Princeton University
  8. 8. so what does it look like?
  9. 9. - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
  10. 10. socialstudiescentral.com
  11. 11. - 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
  12. 12. find some buddies
  13. 13. reason two reason one reason three
  14. 14. Nowolipki 18, Warszawa, Poland
  15. 15. Google 
 Cardboard
  16. 16. what might this look like?
  17. 17. In a few seconds, we had ceased to be men. Had the situation not been so tragic, we might have laughed. We looked pretty strange! Meir Katz, a colossus, wore a child’s pants, and Stern, a skinny little fellow, was floundering in a huge jacket. We immediately started to switch.
  18. 18. The night had passed completely. The morning star shone in the sky. I too had become a different person. The student of Talmud, the child I was, had been consumed by the flames. All that was left was a shape that resembled me. My soul had been invaded – and devoured – by a black flame.
  19. 19. What is the difference between inhuman and inhumane?
  20. 20. Does the definition change depending on time and place?
  21. 21. This is an example of propaganda. True or false?
  22. 22. Crop it
  23. 23. 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
  24. 24. - 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
  25. 25. hexagons
  26. 26. - 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
  27. 27. when & where was this photo taken
  28. 28. how about these?
  29. 29. Malaga Cove Elementary School
 Los Angeles County, CA 1930
  30. 30. how are they different? how are they the same?
  31. 31. why do these salutes 
 not exist anymore? how do you know?
  32. 32. 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!
  33. 33. graphic notes
  34. 34. this image shows . . . a connection between then & now would be . . . what might happen two days (years) from now? what was happening one hour ago?
  35. 35. write lines of dialogue
  36. 36. Quick Writes
  37. 37. graphic notes
  38. 38. this image shows . . . a connection between then & now would be . . . what might happen two days from now? what was happening one hour ago?
  39. 39. write lines of dialogue
  40. 40. 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?
  41. 41. Both Herbert Hoover and FDR have applied for the job as president in 1932. You have their resumes. If this was a “real” job, who would you hire? Why?
  42. 42. - 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 a solution
  43. 43. how might you use these two documents to create a learning activity
  44. 44. what do the Jefferson list and this image have in common? How could they be combined to create a opportunity to become more globally compentent?
  45. 45. blogs.loc.gov/teachers
  46. 46. Mexico Guatemala
  47. 47. Cuba Ecuador
  48. 48. Kahoot getkahoot.com kahoot.it
  49. 49. www.c4framework.com
  50. 50. glennw@essdack.org @glennw98 glennwiebe.org c4framework.com Glenn Wiebe

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