Historical+Thinking


 * A recent Sam Wineburg article from the Library of Congress journal**

**Great resources on this site to help your students develop the "habits of mind" of a historian**
http://historicalthinkingmatters.org/

[] Historical Thinking Project out of Canada

//D//eb Cunningham's extended research article on historical empathy (from February 17 session)

__**Chronological Thinking**__
__**Grs. K-5**__ Use of calendars clarifying century vs. years timelines (use of [|Timeliner] software)

__**Grs. 6-8**__ Use of timeline of events on wall (visual)

__**High School**__ Timelines Periodization--comparing different eras of history Creating reading timelines/charts

__**Historical Comprehension**__
__**Grs. K-5**__ Reconstruct a historical passage (Pledge of Allegiance, Declaration of Independence, Preamble to Constituttion, Gettysburg Address) Historical Maps (colonial Boston, Immigration) Appreciate historical perspective exploration, court cases (Boston Massacre) Civil War (South vs. North) Slavery Immigration

__**Grs. 6-8**__ Use of political cartoons & historical maps

__**High School**__ Using primary sources: interpreting documents Using maps to show change over time, electoral maps, chart analysis to draw meaning Reading of Thomas Paine's [|Common Sense]

__**Historical Analysis and interpretation**__
__**Grs. K-5**__ Use of biographies (multiple sources) Historical fiction ([|War Comes to Willy Freeman], Revolutionary stories, [|Morning Girl] vs. [|Pedro's Journa] [|l]

__**Grs. 6-8**__ use of History Mysteries (theorize) Debates and writing from a historic perspective

__**High School**__ DBQ's Present conflicting viewpoints/debates Comparison of Hobbes vs. Locke Recreation of Constitutional Convention Use of essential questions multiple perspectives of the same event Use of art for analysis: created or recorded (sculpture, literature, paintings) Asking "why did it happen this way"? Asking "what's missing"? Use of political cartoons. Use of [|Harper's Weekly] as source Socratic Seminar (with primary sources) Creating propaganda posters or songs Creating own bumper stickers with slogans and new street names

**__Historical Research Capabilities__**
[|"Mind Walk" activity] (use of artifacts to study history)
 * __Grs. 6-8__**

__**High School**__ Historical essays What if's papers (5-7 page research papers)

__**Historical issues-analysis and decision-making**__
__**Grs. K-5**__ Use of debates with students

__**Grs. 6-8**__ What if's? Use of current events to connect

__**High School**__ Use of simulations, debates, effects of historical decisions on today's society "Act it Out": Wilson and the League of Nations (one student = Wilson, audience creates the dialogue) Role Playing: Westward Expansion, Slavery (free soldiers, abolitionists) Examining primary and secondary sources to create historical argument (Jefferson and the LA Purchase, Truman and the Atomic Bomb, etc.)