historical thinking concepts in world history ohassta, niagara-on-the-lake nov. 15, 2013
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Historical Thinking Concepts In World History OHASSTA, Niagara-on-the-Lake Nov. 15, 2013. Risa Gluskin and Scott Pollock. What Does Historical Thinking Mean in Ontario?. A discipline-specific framework for analyzing past and current events and developments. - PowerPoint PPT PresentationTRANSCRIPT
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Historical Thinking ConceptsIn World History
OHASSTA, Niagara-on-the-LakeNov. 15, 2013
Risa Gluskin and Scott Pollock
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What Does Historical Thinking Mean in Ontario? What Does Historical Thinking Mean in Ontario?
• A discipline-specific framework for analyzing past and current events and developments.
• It is a way of developing critical thinking abilities by looking at history in a complex, interpretive, sophisticated way.
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Basic Principles of Historical Thinking Basic Principles of Historical Thinking
• History ≠ the past.
•We do not need to turn students into historians, but rather, to help them understand how history is constructed.
• Our interpretation of evidence, and what weleave out, changes the history we tell.
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Teaching Concepts Explicitly
Historical thinking concepts are NOT in the background.
They are NOT the secret language of history.
They should be taught directly, often starting with personal examples.
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Starting Out : Day 1 Vocabulary
The Economist, Jan. 19-25, 2013, Cover.
* Evidence
*Interpretation
* Context
* Presentism
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Yellow Card
Livestrong, Soccer Rules and Regulations on Yellow Cards, March 10, 2011, http://www.livestrong.com/article/438302-soccer-rules-regulations-on-yellow-cards/ (June 20, 2013).
The P CardStudents wave it when someone says something presentist
It’s not wrong: just needs examination
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Primary EvidencePrimary
Evidence
Continuity and Change
Continuity and Change
Ethical Dimensions of
History
Ethical Dimensions of
History
Historical Perspective
Taking
Historical Perspective
Taking
Cause and Consequence
Cause and Consequence
Historical Significance
Historical Significance
Concept IntegrationConcept Integration
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Ancient Greek Women: Primary Source Evidence
Discuss what inferences historians could make about Greek women based on the 10 objects.
Divide your inferences into these three categories:
What is known for certain?What is probable?What is unsure (you are guessing)?
“Attributed to the Amasis Painter: Lekythos. (31.11.10)”. Heilbrunn Timeline of Art History. Metropolitan Museum of Art. 2000-. http://metmuseum.org/toah/works-of-art/31.11.10 (July 10, 2012).
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Primary and Secondary Sources
Inferences from Aristotle’s Oikonomikos– “A good wife should be the mistress of her home,
having under her care all that is within it, according to the rules we have laid down. She should allow none to enter without her husband's knowledge, dreading above all things the gossip of gadding women, which tends to poison the soul. …”
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Secondary Sources
“Almost everything that we know about Greek women is derived ultimately from a masculine source – from the things which men said about women, from the images of women which they created in literature and art, and from the informal rules and legal regulations they constructed in order to deal with women.”
“This narrative is particularly important because religious office is presented as the one arena in which Greek women assumed roles equal and comparable to those of men.”
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Abolition of Slavery in the British Empire: Continuity & Change, Cause & Consequence, Ethical Dimension
10 objects from this website
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Abolition
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Trial of the Assassins of Julius Caesar: Historical Perspective
Maev Kennedy, Beware the Ides of March: “Medal” for Killing Caesar Shows at British Museum, The Guardian, March 14, 2010, http://www.theguardian.com/culture/2010/mar/14/julius-caesar-coin-british-museum (Nov. 5, 2013).
Coin made by Brutus following Caesar’s assassination
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Historical Precedent
Using the power of historical precedent to help students appreciate Roman perspectives– Killing of Gracchus brothers– Culture of violence– Hierarchical society
Help students recognize the gap between us and them
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History of Birth Control: Who and/or What Makes Historical Change? Cause & Consequence
Groups
Individuals
Historical Conditions/Social Forces
X19th Amendment
Working women
Margaret Sanger
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Multi-Civ Timeline
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Archival Research
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Progress and Decline Graph