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Historical Thinking

This great to use on the readings, historical figures, and main ideas on the course
by

ariana alvarado

on 10 February 2013

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Transcript of Historical Thinking

Herofication "Now we turn to our first hero, Christopher Columbus" (Loewen)

What ever the causes, the results of herofication are potentially crippling to students. Helen Keller is not the only person this approach treats like a child. Denying students the human-ness of Keller, Wilson, and others keeps students in intellectual immaturity. It perpetuates what might be called Disney version of history...Our children end up without realistic role models to inspire them. Students also develop no understanding of causality in history. Textbooks should allow history as contingent, affected by the power of ideas and individuals [in control]. Instead, they present history as a "done deal"(Loewen)


"THe coverup denies all students the chance to learn something important about the interrelationship between the leader and the led" (Barton 2011).
::ya::
THe ability to analyze and interpret historical information is cRuciAL in getting us judge the reliability and meaning of stories from the past. BARTON Part of the difficulty in knowing what we mean by historical thinking has to do with whom we are talking about and in what context. A Picture's Worth
Analyzing Historical Photographs

formulating historical questions or problems
gathering info from a variety of sources
evaluating the authenticity and reliability of sources
comparing conflicting accounts
taking the perspective of people in the past, and
connection disparate pieces of info into coherent explanations

VanSledright In the teaching of history, authentic instruction involves students directly in the analysis and interpretation of historical information. Such information includes: authentic historical inquiry
Comparing
a group of
photographs
Make observations produce simple references about what the see in the pictures; They can begin by explaining what they think is going on in each and by identifying the clues they use where do you think these pictures were taken?
what do you think people are doing in each picture?
How long ago was this picture? And why do you think so? begin drawing more general conclusions by relating what they see in the pictures to the broader patterns of people's lives. What do these pictures tell you about the life....what do you think the working conditions were for...? How do you think people got from one place to another? What do you see in this photograph? An important part of helping students reach conclusions about the past is drawing their attention to the diversity within the group of pictures. What might account for these differences? How might the lives of people have been different depending on their ethnicity, gender, social status, sex, geography...? Understanding the range of life-styles at a given time is a crucial component of historical understanding ::different lives at the same point in history:: Assessing sources identification attribution perspective judgement reliability assessment knowing what the source is (journal, diary) when was it created? recognizing that a source is constructed by an author/artist for particular purposes. It requires locating the author within his/her historical context involves a careful reading of a source followed by a set of assessments as to the author's social, cultural, and political position. involves historians in corroboration. Compare it to other accounts from the period.
You must attempt to understand if an author's claims can be corroborated elsewhere among documentary sources. A source has no innate reliability; reliability is established by the investigator. VanSledright Historical Thinking- "identifying the significance of an historical event through the use of primary sources and document based questions to create an understanding of history, while addressing the connections to agency, empathy, and moral judgement. " Encounter- to unexpectedly experience something Immigrant- a person who moves to another country migrate- to go from one country, region, or place to another (for work, school...) Critical geography- "the changing relationships between space and place in regards to capitalism and globalization." Economics- the strong relationships between social class in the Micro & Macro spheres, which include social determinants of life social studies notes
by ariana àlvarado
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