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Framing Questions: What is distinctive about how historians think, and how does that influence how they both investigat

Framing Questions: What is distinctive about how historians think, and how does that influence how they both investigate and understand the world? How can, and to what extent should, middle and high school students learn to think, act, and write as historians?

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Framing Questions: What is distinctive about how historians think, and how does that influence how they both investigat

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  1. Framing Questions: What is distinctive about how historians think, and how does that influence how they both investigate and understand the world? How can, and to what extent should, middle and high school students learn to think, act, and write as historians? How can we apply pedagogical content knowledge in our own planning and teaching? What is historical thinking, how can we foster/teach it, and how do we know it’s taking place?

  2. Agenda • DBQ Case Study (1½ hours) • What is historical thinking and how can we see it? • DBQ Peer Analysis and Critique Trios • Metapedagogical Analysis • Break • Lecture and Q&A: How can we teach it? (25 min) • Overall curriculum design • Lesson plan design • Video + Discussion (30 min) • Purposes Paper Check-in (10 min)

  3. Peer Sharing and Analysis • Read each others’ DBQs. (20-25 min) Spend about 7-8 min discussing each individual paper: what kinds of historical thinking do you see the author using, deploying, struggling with? What evidencedemonstrates this? • What patterns did you see across the DBQs? Were there common areas of struggle or strength? What have you learned as a whole from doing this peer sharing and evaluation? (5-10 min)

  4. Metapedagogical Analysis:Peer Critique & DBQ • What did you learn from reading each others’ work? • What did you learn from looking for evidence of historical thinking? • What did you learn from doing the DBQ?

  5. Chronologically “forwards” “backwards” Thematically Via essential questions historical contemporary As a series of puzzles As a set of case studies To impart content To teach skills To promote attitudes To teach ways of thinking To empower To prepare for future Teaching Historical Thinking: Curriculum Design political, intellectual, military, social, economic, feminist, environmental, regional, Marxist, cultural, critical, diplomatic time, place, ways of life, beliefs, events, power • Ourselves vs. others • Narrative vs. snapshot

  6. Teaching Historical Thinking:Lesson Plan Design Modeling  Guided Practice  Independent Practice Modeling • Think-aloud • Scaffoldedassignments: SOAPS, • Present and discuss apparently contradictory sources • Graphic organizers • Demonstrate concept or skill using familiar material • Touchstone texts: models and exemplars • Selections from student work Guided Practice • Scaffolded assignments • Graphic organizers • Simulations • Insufficient model/Deliberate misrepresentation • Word splash • Role playing • Living tableau • Web quest • Inquiry-based learning • DBQ • Research projects • Small group work

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