Historical Thinking Skills �in the 21st Century

1. Historical Thinking Skills in the 21 st Century Tutti Jackson, Project Curator Ohio Historical Society

2. Goals Learn about Historical Thinking skills Differentiate and analyze primary and secondary sources Construct a narrative based on evaluation of evidence Understand bias and points of view in sources

3. What is History?

4. What is History? List Dates Names Places Facts

5. Historical Thinking Process Constructed by People Methodology Critical Analysis Primary and Secondary Sources Interpretive Narrative supported by Evidence

6. Textbook History vs. Historical Thinking Referential illusion Eliminate “metadiscourse” No positionality or stance Hides documentary record Omniscient third-person No visible author People are actors Situations are changeable Position and stance Unpacks record Multiple perspectives Student as historian

7. But What about the Content? Exercise historic thinking skills to support content to improve the quality of history education

8. The Skills aren’t New Historians have been practicing 21 st century skills since the 19 th century

9. The Skills aren’t New In 1917, Dr. J. Carlton Bell suggested that for most history teachers: “I do not care to have my pupils learn dates and events, but I am particularly anxious to have them develop the historic sense. ” With Dr. David F. McCollum, Bell developed a list of skills called the Five Aspects of the Historic Sense (1917 ) Bell, J. C. (1917). The historic sense. The Journal of Educational Psychology, 8(5), 317-318. Bell, J. C., & McCollum, D.F. (1917). A study of the attainments of pupils in United States history. The Journal of Educational Psychology, 8 (5), 257-274.

10. U.S. Standards for Historical Thinking in Schools National Center for History in the Schools (NCHS) http:// nchs.ucla.edu/Standards/historical-thinking-standards-1 Chronological Thinking Historical Comprehension Historical Analysis and Interpretation Historical Research Capabilities Historical Issue-Analysis and Decision-Making

11. What is a Primary Source? A Primary Source is… An artifact of its time A first-hand account of an historic event A Secondary Source is… A commentary or analysis of a historical event based on primary sources Clara Barton, ca. 1860 – 1865 Brady National Photographic Art Gallery Still Picture Records Section, Special Media Archives Services Division, National Archives

12. Examples Primary Sources Journal or diary entries Letters Newspaper articles Pamphlets Photographs Clothing Original buildings Broadsides and posters Artifacts Cartoons Maps Secondary Sources Textbook Book or article about an event Wikipedia Documentaries Ulysses S. Grant Document Box, 1864 Ohio Historical Society

13. Activity: Spot Analysis Is this a Primary Source? Work with your group using the observable evidence and your knowledge to determine if your object is a primary source for the U.S. Civil War (1861-1865) If not, could it be a primary source for some other topic? Use the activity sheet to guide your inquiry Report to the class Long Abraham Lincoln a Little Longer, Frank Bellew Harper's Weekly, November 26, 1864 HarpWeek.com

14. Historical Thinking Skills Analyzing primary and secondary sources Identifying the source of the historical document or narrative Establishing temporal order

15. Activity: Who’s That Lady? Description: Doing the Work of Historians Working in your groups Consider the phrase “The First Lady” Quick, toss out 5 descriptive words and write each word on a card Make a sentence using those words

16. Activity: Who’s that Lady? Now we’ll look at some sources Come up with 5 new descriptive words based on your evidence and write each word on a card Make a sentence using those words Share your sentences with the class

17. CONGRATUATIONS! You’ve just made history ! What differences did you see between your two sentences? Why?

18. Historical Thinking Skills Analyzing p rimary sources Drawing upon visual sources Reading historical narratives imaginatively Obtaining historical data from a variety of sources Supporting interpretations with historical evidence

19. Museums, archives and libraries accept collections from individuals, groups and businesses to preserve for the future and make available to writers, researchers and the public. Activity: Dateline History Analyzing and Interpreting Collections Collections are sets of documents, objects, photographs , etc. that are gathered together.

20. Collections The original recorder of a collection gathers materials together using their own criteria. For example, a corporation may order its records chronologically. An individual may group similar items together. The way collections are ordered may provide important contextual information.

21. Be Aware of Bias! Who created the source? Why? Was the source meant to inform, or persuade? What were the recorder’s interests? What’s missing from the record? Every source is biased in some way, and must be viewed critically and cross-checked. John Ford and Gregg Toland, December 7 th , 20 th Century Fox

22. Track Down Other Leads A good journalist (and historian) must be fair and balanced. Howard Hawks, His Girl Friday, Columbia Pictures Use multiple sources Report every side of the story possible Approach every subject with objectivity and skepticism

23. The Story, The Skinny, The Lowdown… In 1902, Buckeye Malleable Iron and Coupler Company decided to expand to meet the increasing demand for standardized steel parts for railroad cars. Because of limited (and expensive) real estate in the downtown area, Buckeye decided to build its new plant just south of the Columbus city limits, taking advantage of existing railroad lines, in a neighborhood that would become known as Steelton. The company would soon change its name to the Buckeye Steel Castings Company.

24. Your Big Assignment! Alright, Scoop. You’ve just been handed the biggest assignment of your life…The cover !!! of Harper’s Weekly. Your crack staff has sent you some research. Look carefully through it in order to write your exposé on Buckeye Steel Castings. What’s it like to work there? What is the impact on the neighborhood and the city? Your readers want to know!

25. Wrap Up What information is missing from your story? What sources are missing from your story?

26. Historical Thinking Skills Appreciating historical perspectives Considering multiple perspectives Evaluating sources for bias Supporting interpretations with historical evidence Constructing a narrative

27. 21 st Century Skills Develop the Skills of Historians Analyze Synthesize Support an argument Project-based learning

28. 21 st Century Skills Develop the Skills of Historians Analyze Synthesize Support an argument Project-based learning 21 st Century Learning Skills- Critical Thinking Exercise sound reasoning Make complex choices Understand interconnections Frame, analyze and solve problems

29. 21 st Century Skills

30. 21 st Century Skills

31. 21 st Century Skills Technology and Social Studies http://coolmaterial.com/roundup/if-historical-events-had-facebook-statuses /

32. Social Studies 2.0 Post Comment Tag Upload embed Share Friend FAN Like retweet CREATE Mashup

33. How about a video? Created using Microsoft Photo Story 3 for Windows - Free Download

34. PowerPoint FREE Alternatives OpenOffice IMPRESS Open Source Software Google docs Presentations Advantage: Easy to share! s lideshare This presentation on slideshare

35. History as Conversation In January 2008, the Library of Congress launched a pilot program on Flickr Not only did people look; but they tag, favorite, share, comment, and enhance the Prints and Photographs catalog records with new information! http://www.flickr.com/photos/library_of_congress

36. Social Media facebook t witter b logs f lickr YouTube tumblr

37. Social Media facebook t witter b logs f lickr y outube

38. Questions? Thank you