Thinking Like A Historian

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Thinking Like A Historian at D.C.Everest
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WOW!
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Examine testing at various levels 8th grade
WKCE 10th grade WKCE AP Tests DBQs
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Thinking Like a Historian
Teachers creating a foundation that can
connect and develop students curiosity about
and understanding of history through the use of
a common language.
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What Is History?

• History is a discipline a way of thinking that
  encourages students to analyze historical
  evidence, evaluate it, and then demonstrate their
  understanding of that evidence.
• The best history courses engage students in the
  study of historical artifacts and documents
  which are often contradictory and muddled from
  which they draw their own interpretations or
  conclusions.

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• Middle School, Junior High , and even H.S.
  students accept sources as gospel as the truth.
• Students need the power of discernment more than
  ever!
• In a rapidly changing world in which
  historical ignorance seems to be the rule rather
  than the exception, there is no more important
  discipline for our students to practice , than
  history.

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Questions

• All history starts with questions?????
• Take on the persona of a detective to examine the
  evidence.
• The evidence comes in two forms primary and
  secondary sources.

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How do Historians Use Historical Sources?

• There is a fundamental difference between looking
  for answers in the sources and constructing
  answers from the sources.
• Constructing answers is the final stage of Doing
  History
• Building an interpretation based on evidence is
  the defining characteristic of history.

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Drawing Conclusions Making Interpretations

• Historical conclusions must be supportable by the
  historical record AND take into consideration
  sometimes conflicting perspectives and
  experiences in that record.

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Historical Categories of Inquiry

• These are patterns that help us organize both the
  questions we ask of the past and the answers we
  construct.
• These categories of inquiry and analysis provide
  the patterns that help us make sense of the past.
• It also gives us a common language.

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Evaluating Sources

• Not all historical sources are equal
• Consider ways to assess the validity of the
  sources
• Use AAPARTS ( to be explained later by JEFF)
• Multiple sources are needed in order to fully
  understand the complexity and importance of any
  historical event , era, person or group.
• DBQs provide multiple sources for students to
  use to draw conclusions and make interpretations.

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Thinking Like A Historian Rethinking History
Instruction was written by Bobbie Malone and
Nikki Mandell.
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Cause-Effect Graphic Organizers
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