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    Historical Thinking Lesson

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    The document provides an overview of how historians think about and learn from the past, noting that history is an account of the past that can differ depending on one's perspective, and that historians rely on evaluating evidence from multiple sources to construct plausible accounts while questioning the reliability of individual sources of evidence. It also outlines some key historical thinking skills like sourcing, close reading, contextualization, and corroboration that historians use to analyze primary sources and develop understanding about the past.

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    Historical Thinking Lesson

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    api-367051434
    727 views9 pages
    The document provides an overview of how historians think about and learn from the past, noting that history is an account of the past that can differ depending on one's perspective, and that historians rely on evaluating evidence from multiple sources to construct plausible accounts while questioning the reliability of individual sources of evidence. It also outlines some key historical thinking skills like sourcing, close reading, contextualization, and corroboration that historians use to analyze primary sources and develop understanding about the past.

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    The document provides an overview of how historians think about and learn from the past, noting that history is an account of the past that can differ depending on one's perspective, and that historians rely on evaluating evidence from multiple sources to construct plausible accounts while questioning the reliability of individual sources of evidence. It also outlines some key historical thinking skills like sourcing, close reading, contextualization, and corroboration that historians use to analyze primary sources and develop understanding about the past.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    727 views9 pages

    Historical Thinking Lesson

    Uploaded by

    api-367051434
    The document provides an overview of how historians think about and learn from the past, noting that history is an account of the past that can differ depending on one's perspective, and that historians rely on evaluating evidence from multiple sources to construct plausible accounts while questioning the reliability of individual sources of evidence. It also outlines some key historical thinking skills like sourcing, close reading, contextualization, and corroboration that historians use to analyze primary sources and develop understanding about the past.

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    You are on page 1of 9

    What is History?

    Mrs. Attardi
    Grade 8 Social Studies
    Essential
    Question 1
    How do
    historians
    think and
    learn about
    George Washington by Horatio Greenough, 1840

    the past?
    What is History?

    History is an account of the past.


    • Accounts differ depending on one's perspective.

    • We rely on evidence to construct accounts of the


    past.

    • We must question the reliability of each piece of


    evidence.

    • Any single piece of evidence is insufficient to build


    a plausible (reasonable or probable) account.
    Citation/Sourcing: Sourcing
    asks students to consider who wrote
    a document as well as the
    circumstances of its creation.

    Before reading a document ask:


    • Who wrote this?
    • What is the author’s perspective?
    • Why was it written?
    • When was it written? Illustration from the Dresden Codex,
    • Where was it written? created 1200-1250 CE. From the World
    Digital Library.
    • Is this source reliable? Why? Why not?
    Close Reading: Students evaluate sources and analyze
    rhetoric as they read/examine a source.

    Photo of Lincoln on the battlefield at Antietam taken by Alexander


    Gardner on October 3, 1862. From the Library of Congress.
    Contextualization: Students
    locate a document in time and
    place and to understand how these
    factors shape its content.

    When reading a document ask:

    • When and where was the document


    created?
    • What was different then?
    • What was the same?
    • How might the circumstances in
    which the document was created affect
    its content? Photo of the Great Wall of China taken by Herbet Ponting
    in 1907. From the Wikimedia Commons.
    Corroboration/Connections: consider details across
    multiple sources to determine points of agreement &
    disagreement.
    To corroborate information between
    sources or to prove opposing views
    between sources:

    Ask:
    • What do other documents say?
    • Do the documents agree? If not,
    why?
    • What are other possible
    documents?
    Photo of the Sphinx and pyramids taken by David Gardiner in
    • What documents are most reliable?
    1906. From the Travelers in the Middle East Archive.
    Historical Thinking Chart
    The 4 C’s of Source Analysis

    Author, date of publication, location where written, Circumstances affecting content: What is going on

    Graphic
    reliability of source, & author’s point of view. in the world, the country, the region, or the locality
    when this was created? What was different? Same?

    Organizer:

    The 4 C’s of
    Source
    Features (text or otherwise). Main Idea-Describe in Link to Prior Knowledge-things that you already
    detail what you see. What claims are made? know or have learned about. How does the source
    Evidence used? Language used to persuade? contribute to our understanding of history?

    Analysis
    Bias?

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