Beginning in Class 4, we began a study of historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). We focussed on three key skills – Sourcing, Contextualizing and Corroborating. Students were assigned the task of designing their own historic thinking skills lesson based on that model and collecting them in a shared Google presentation. We took time in Class 5 to do some peer evaluation of the work. As a final assignment, students were asked to reflect on the process and use their lesson as the basis for a blog post. See them all here.
The art and craft of teaching