Class 7: Teaching Historical Thinking – Part II

Today we continue our study of historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). We will focus on three key skills – Sourcing, Contextualizing and Corroborating. See historical thinking chart (pdf at SHEG). Students have designed lessons using one or more skills and will share them with the class. See assignment […]

Class 6: Teaching Historical Thinking

Today we begin our study of historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). We will focus on three key skills – Sourcing, Contextualizing and Corroborating. See historical thinking chart (pdf at SHEG). Our class is based on assigned work:  Sam Wineburg reading and TEDEd flipped lesson Who is the historian in your classroom? […]

Thoughts on Creating Document-Based Lessons

For the past three weeks, we have been working on designing our own Document Based Lessons (DBLs) to be published on iBooks Author. This experience was interesting . This was my first time working on a project like this. I found that the process was a bit long and required having good knowledge about the […]

Differentiating Sources from Indian Boarding Schools

unknown author, https://commons.wikimedia.org/wiki/File:Carlisle_pupils.jpg, 9/28/15 For teaching eleventh (or eighth) grade US History students corroborating and sourcing: This will be taught at the end of the first semester, in a learning segment on Indian boarding schools in the 1880’s. Skill: Sourcing and Corroborating The three sources: Richard Henry Pratt’s discussion of the “Indian Problem” and the need and […]

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