Kickstarting Historical Thinking with The Big Six
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Presentation on the Historical Thinking Concepts given to Saskatchewan Public School Division teachers Jade Ballek and Carole Butcher October, 2014
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Kickstarting Historical Thinking with The Big Six
- 1. Historical Thinking Concepts The Big Six Saskatoon Public School Division Common Department Day Workshop October 10, 2014
- 2. Workshop Goals • Kickstarting The Big Six • Facilitating learning experience • Developing networks with other educators • Sharing ideas through table and large group discussion time
- 3. Doing History • What skills might historically literate students need to make sense of the past? • Table Talk - 5 minute groups • Large Group Share – Graffiti Wall
- 4. What is “History”? • What is “history”? • What is the different a historical “event” and a historical “account”? • How might a student in your classroom differentiate the two? • Table Talk - 5 minutes
- 5. How do we decide what is important to learn about the past? • Using the Guideposts from The Big Six and the Historical Significance organizer at your table, decide in what way(s) the events given to you are historically significant. • Table Talk – 5 minutes
- 6. Historical Significance • How do we decide what is important to learn about the past? • Guideposts Resulted in change Revealing – shed light on enduring or emerging issues Constructed; meaningful place in a narrative Varies over time
- 7. Did You Know? In 18th Century Canada, women fed their children beer at lunch.
- 8. How can we better understand the people of the past? Historical Perspectives Chapter 5 - pp. 136 - 167
- 9. Historical Perspective 20 minutes • Explore the Guideposts 1. Assign a guidepost to group member. 2. Read through the guidepost. Explore the teaching activities for your guidepost. 3. Explain the guidepost to your table group. 4. Share teaching activities/strategies: Explore suggestions from The Big Six. Discuss how to use the Historical Perspective organizer in your book. Share a personal experience of how you have already taught this in the classroom. Each table will be asked to share one example with the larger group.
- 10. Historical Perspective Sharing Time Letter from the Trenches Group Sharing Graffiti Wall
- 11. Mix and Mingle Bio Break
- 12. How do we know what we know about the past? Primary Source Evidence Chapter 2 - pp. 40 - 73
- 13. Primary Source Evidence 20 minutes • Explore the Guideposts 1. Assign a guidepost to group member. 2. Read through the guidepost. Explore the teaching activities for your guidepost. 3. Explain the guidepost to your table group. 4. Share teaching activities/strategies Explore suggestions from The Big Six Discuss how you might use one of the tools in your book. Share a personal experience of how you have already taught this in the classroom. Each table will be asked to share one example with the larger group. TOOLS: Reading Around a Document; Primary Source Evidence (UBC); Individual Primary Sources – thinking prompts; Historical Thinking Project Poster
- 14. Primary Source Evidence - Sharing Group Sharing Kolin Walters – Outlook High School Alan - APPARTS Technique (author, place and time, prior knowledge, audience, reason, the main idea and significance) Wah Chong Laundry Story Titanic Lesson Plan
- 15. How can we make sense of the complex flows of history? Continuity and Change Chapter 3 - pp. 74 - 101
- 16. Guess the Country • Round 1 – Guess the Country • What clues led you to this answer? • Round 2 – Guess the Country What clues led you to this answer?
- 17. Continuity and Change 20 minutes • Explore the Guideposts 1. Assign a guidepost to group member. 2. Read through the guidepost. Explore the teaching activities for your guidepost. 3. Explain the guidepost to your table group. 4. Share teaching activities/strategies Explore suggestions from The Big Six. Share a personal experience of how you have already taught this in the classroom. Each table will be asked to share one example with the larger group.
- 18. Continuity and Change Sharing Group Sharing Continuity and Change (UBC) and example from the Beach (booklet)
- 21. How can we make sense of the complex flows of history? Cause and Consequence Chapter 4 - pp. 102 - 135
- 23. Cause and Consequence 20 minutes • Explore the Guideposts 1. Assign a guidepost to group member. 2. Read through the guidepost. Explore the teaching activities for your guidepost. 3. Explain the guidepost to your table group. 4. Share teaching activities/strategies Explore suggestions from The Big Six. Discuss how you might use the organizer tools in the booklet. Share a personal experience of how you have already taught this in the classroom. Each table will be asked to share one example with the larger group.
- 24. Cause and Consequence Sharing • Group Sharing • Kolin’s End of year – What IF? Change one condition p. 114 • The Story of the Harris Rubies
- 25. How can we make sense of the complex flows of history? Ethical Dimension Chapter 6 - pp. 168 - 214
- 26. How the mighty have fallen • “the historical perspectives concept suggests that we should avoid judging the past against the values and beliefs of today. Consequently, making ethical judgments about the past means walking a fine line indeed.” The Big Six, p. 170 • “What is worthy of remembering? To a great degree, this question is addressed by the historical significance concept – we should study events, people, and developments that either resulted in change or that reveal something significant. The ethical dimension adds a further layer, so that we can consider what events, people, and developments we should not only remember but also celebrate or condemn.” The Big Six, p. 177 • Read through the article; Table Talk - 10 minutes
- 27. Ethical Dimensions 20 minutes 1. As a table group, select a historical event involving conflict that you could use to explore the ethical dimension. 2. As a group, explore the guideposts. 3. Explore the teaching activities for your guidepost. 4. Discuss challenges and potential strategies for teaching this concept with your students.
- 28. Assessment Suggestion • The Big Six – assessment rubrics • Question Bank • Benchmarks of Historical Thinking Framework Document • Assessing Historical Thinking and Understanding: Innovative Designs for New Standards - Bruce VanSledright
- 29. Resources • Booklet • Posters • Shared Lessons • Saskatchewan Institute on Parliamentary Democracy •
- 30. Wrapping it Up • Next Steps
Editor's Notes
- Welcome from SPSD Housekeeping – bathroom locations, adult learners Introductions – Jade Carole Welcome to Sun West and Chinook participants Welcome to Brent Toles Who are you? Grades 7-9 teachers 10 Level Courses 20 Level Courses 30 Level Courses Inspiration for your passion? Teacher? Parent? Read dad’s text message to group Name Tags – the topic in history that most resonates with you – passion, stokes the fire
- All at different levels of understanding Facilitate not necessarily presenting
- Talk at tables – each table share one skill and write on sticky note to add to the graffiti wall
- They Thought the World Was Flat – lesson activity to introduce this idea is in the booklet
- Exploring Historical Significance – Concept #1 Briefly – usually lose time on talking about the Ethical Dimension, so we’ve decided to compress the Historical Significance Concept instead
- Refer to Guidepost handout in the package Historical Significance – organizer Poster – could use as a springboard for conversation as well
- What might people today think about this statement? Why? Looking through our present-day lens Challenge with historical perspective is removing that lens of today’s worldviews and trying to make sense of the historical context.
- Exploring Historical Significance – Concept #1 Briefly – usually lose time on talking about the Ethical Dimension, so we’ve decided to compress the Historical Significance Concept instead
- Graffiti wall – sticky notes
- Does this sound too much like a dating service? Find someone with the same topic/passion as you – make a connection OR find someone with an interest in a topic that you don’t know a lot about Purpose to meet each other outside our school/Division groups. Bio break 15 minutes
- Grandpa Ken – World War 2 vet – never told his stories I have his artifacts that tell a story Family - Uncle Bernard and Grandpa John – tell stories at the table, recording them
- One of the most powerful ways to engage students in understand the past is by learning to examine primary source evidence. Alan - “attack evidence
- One of the most powerful ways to engage students in understand the past is by learning to examine primary source evidnce. Alan - “attack evidence
- Taking a car trip - metaphor for this concept Speed, rate, nature and direction
- Identify that over time, there are elements of that have changed and others that have stayed the same. There are turning points p. 87-88 questions for the classroom with students
- Activity on next slide
- Poster - Introduction Activity – List potential causes of car crash Round 2 - Analyze Economic lens Social Political Cultural
- Activity on next slide