Transcript Historical Thinking

OCC GATE Conference
October 19, 2013
Teaching Gifted Learners to Think Like Historians
Tim Mulvehill
Millikan High School, LBUSD
USC, Rossier School of Education
[email protected]
Session 3:
12:30-1:30 pm
OBJECTIVE
This afternoon, we’ll
analyze techniques for
teaching gifted learners to
think like historians by
integrating “The Big Six”
historical thinking skills
with differentiated
instructional strategies and
the Common Core
standards.
Session 3:
Thinking like historians
AGENDA
• Historical Thinking and
Other Unnatural Acts: Sam
Wineburg
• ‘The Big Six’ Historical
Thinking Skills: Peter Seixas
• Integrating ‘Historical
Thinking’, the Common
Core & Differentiated
Instruction
Historical Thinking
And other unnatural Acts
Read the 3-page
excerpt. Discuss
questions 2 & 3 with
a colleague.
Sam Wineburg
Stanford University
Historical Thinking
And other unnatural Acts
How do we teach
students to do this?
Sam Wineburg
Stanford University
Sourcing, asking
relevant questions
of documents,
identifying motive,
identifying subtext,
avoiding presentism
Historical
Consciousness
Peter Seixas
University of British Columbia
Director of the Centre for the Study of Historical Consciousness
(www.cshc.ubc.ca)
‘The Big Six’
Historical Thinking skills
1.
Historical Significance
•
•
•
•
2.
How did this event, person or development result in change?
What does this event, person or development reveal about issues in
history or contemporary life?
How is historical significance constructed through narrative in textbooks
or other historical accounts?
How does historical significance vary over time or from group to group?
Evidence
•
•
•
•
•
What can be inferred based on this primary source?
What questions can be asked about this primary source that will provide
evidence for an inquiry, argument or account?
Who created this source? When, where and why was it created?
What conditions and worldviews were prevalent at the time the source
was created?
Can this source be corroborated by other primary or secondary sources?
‘The Big Six’
Historical Thinking skills
3. Continuity and Change
•
•
•
What historical turning points can be identified?
What evidence of progress and/or decline can be identified?
Does progress occur for some while decline occurs for others?
What are the historical markers that begin and end this time
period? Could an alternative periodization be plausible?
4. Cause and Consequence
•
•
•
•
•
What are the short-term and long-term causes and
consequences?
How can historical causes be ranked in order of importance?
What is the relationship between the actions of historical actors
and the conditions at the time?
Which consequences were intended and which were unintended?
Was this historical event inevitable?
‘The Big Six’
Historical Thinking skills
5. Historical Perspectives
•
•
•
How do worldviews today differ from worldviews in the
time and place under study?
How did people think and feel in the time and place
under study?
How did different people’s perspectives differ in the time
and place under study?
6. Ethical Dimension
•
What responsibilities do we have to remember and
respond to the contributions, sacrifices and injustices of
the past?
Depth & Complexity
Sandra Kaplan
USC, Rossier School of Education
Do we find overlap between the ‘Big Six’ and the
Depth & Complexity icons?
Common Core
Common Core
Common Core
Integrating Historical Thinking,
Differentiated Instruction
& the Common Core
Take a few minutes to compare the ‘Big Six’,
the Depth & Complexity Icons & the
Common Core standards. Do you see overlap
or integration? Feel free to discuss with a
colleague.
Historical
Thinking
Common
Core
Depth &
Complexity
Integrated
History Instruction
for
Gifted Learners
Acceleratio
n
&
Advanced
Placement
State
Standards
Novelty
Thank you
Sources:
Materials from this
presentation will be
available online at
www.occgate.org
Seixas, P. & Morton, T. (2012).
The Big Six Historical Thinking
Concepts. Nelson College
Indigenous.
Wineburg, S. (2001). Historical
Thinking and Other Unnatural
Acts. Temple University Press.