Teaching the Big 3 in History
Reading and Thinking with Primary Documents
Reading v. Thinking
When do you find yourself separating the two?
Thinking looks like ________________ in my classroom.
Reading/ Thinking Like Historians
" In a rapidly changing world in which historical ignorance seems to be the rule rather than the exception, there is not more important discipline for our students to practice, at all levels, than history."
After Reading Text ...
Students should always consider the 4Cs
- Connections: What connections do you draw between the text and your own life?
- Challenge: What ideas, positions, or assumptions do you want to challenge?
- Concepts: What key concepts or ideas do you think are important & worth holding?
- Changes: What changes in attitudes, thinking or action are suggested by the text?
Sourcing
creation of the source
Contextualizing
situate the source in time and place
Corroborating
reading the silences
Books to Consider
Historical Thinking and Other Unnatural Acts, 2001
Sam Wineburg
Reading Like a Historian, 2013S. Wineburg, D. Martin & C. Monte-Sano
Thinking Like a Historian, 2007
N. Mandell & B. Malone
Making Thinking Visible, 2011
R. Ritchhart, M. Church & K. Morrison
Using Primary Sources in the Classroom, 2005
Kathleen Vest
Courtney Webster
Email: courtney.webster@manorisd.net
Website: www.manorisd.net
Phone: 5122784481
Twitter: @cweb_edu