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Historical Thinking
strategies for integration
glennw@essdack.org
@glennw98
glennwiebe.org
socialstudiescentral.com
Glenn Wiebe
don’t be that guy
“Kids don’t
hate history.

f
They hate the
way we teach
it.”
most of us
remember
this
neural networks
characteristics of a highly
effective learning
environment
• solving problems is required
• students make choices
• students become experts
• ongoing feedback
• multiple success paths
• failure is a good thing
• learning is collaborative
standards & assessments
have changed
Reading
Writing
Communicating
so what
does it
look like?
- 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...
socialstudiescentral.com
find some
buddies
google.com/publicdata
Google
Cardboard
Google
StreetView
what might this look
like?
Why did families move
west in the 1850s
Why are families moving
from the Mideast to
Europe?
what’s the
standard?
choices have consequences
rights & responsibilities
beliefs, ideas, & diversity
continuity & change
relationships between ...
playing with maps
WANNA MAKE A CLAIM?
prove it!
The author said . . .
I know . . . because . . .
For example . . .
For instance . . .
On pag...
Political Cartoon Analysis Tool With Geographic Lens
Google
My Maps
goo.gl/1tf5xY
playing
with evidence
This is an example of
propaganda. True or
false?
Crop it
create your own
sheg.stanford.edu/rlh
STANFORD HISTORY EDUCATION GROUP SHEG.STANFORD.EDU
Historical Reading
Skills
Questions Students should be able to . . . Pr...
where, what, when?
compelling questions
you could ask
what is the best US response to
Russian missiles in Cuba?
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
hexagons
Both Herbert Hoover and FDR have applied for
the job as president in 1932. They have given
you their resumes. Who would yo...
Quick Writes
hstry.org
what are you 

zinking about?
www.c4framework.com
socialstudiescentral.com
glennw@essdack.org
@glennw98
glennwiebe.org
socialstudiescentral.com
Glenn Wiebe
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
Wichita Secondary Social Studies / Literacy Strategies March 2016
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Wichita Secondary Social Studies / Literacy Strategies March 2016

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Wichita Secondary Social Studies / Literacy Strategies March 2016

  1. 1. Historical Thinking strategies for integration
  2. 2. glennw@essdack.org @glennw98 glennwiebe.org socialstudiescentral.com Glenn Wiebe
  3. 3. don’t be that guy
  4. 4. “Kids don’t hate history.
 f They hate the way we teach it.”
  5. 5. most of us remember this
  6. 6. neural networks
  7. 7. characteristics of a highly effective learning environment
  8. 8. • solving problems is required • students make choices • students become experts • ongoing feedback
  9. 9. • multiple success paths • failure is a good thing • learning is collaborative
  10. 10. standards & assessments have changed
  11. 11. Reading
  12. 12. Writing
  13. 13. Communicating
  14. 14. so what does it look like?
  15. 15. - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
  16. 16. - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
  17. 17. socialstudiescentral.com
  18. 18. find some buddies
  19. 19. google.com/publicdata
  20. 20. Google Cardboard
  21. 21. Google StreetView
  22. 22. what might this look like?
  23. 23. Why did families move west in the 1850s
  24. 24. Why are families moving from the Mideast to Europe?
  25. 25. what’s the standard?
  26. 26. choices have consequences rights & responsibilities beliefs, ideas, & diversity continuity & change relationships between people,
 place, ideas, & environments
  27. 27. playing with maps
  28. 28. 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!
  29. 29. Political Cartoon Analysis Tool With Geographic Lens
  30. 30. Google My Maps
  31. 31. goo.gl/1tf5xY
  32. 32. playing with evidence
  33. 33. This is an example of propaganda. True or false?
  34. 34. Crop it
  35. 35. create your own
  36. 36. sheg.stanford.edu/rlh
  37. 37. 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
  38. 38. where, what, when?
  39. 39. compelling questions you could ask
  40. 40. what is the best US response to Russian missiles in Cuba?
  41. 41. 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!
  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 Create a solution
  43. 43. iPhone from the past
  44. 44. Apps in My Dock Recent Texts Contacts Emails
  45. 45. hexagons
  46. 46. 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?
  47. 47. Quick Writes
  48. 48. hstry.org
  49. 49. what are you 
 zinking about?
  50. 50. www.c4framework.com
  51. 51. socialstudiescentral.com
  52. 52. glennw@essdack.org @glennw98 glennwiebe.org socialstudiescentral.com Glenn Wiebe

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