Thinking like an
Historian
CCGPS for Social Studies
Douglas County School System
2011-2012 Rollout
Quick Reminders
The CCGPS Literacy standards will be fully
implemented next year (2012-1013).
The CCGPS Literacy Standards will replace the
current Reading Across the Curriculum Standard.
The CCGPS Literacy standards encompass:
10 reading standards
10 writing standards
Link to Access CCGPS Literacy Standards: (pages 61 and 64)
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
A Textbook Argument
“Texas had now come into the
Union, but there was still trouble
with Mexico. That country
seemed bent on a quarrel.
President Polk did not desire it, he
made an effort to settle the
question by treaty; and this might
have been done had Mexico been
willing to yield certain points.”
“In January 1846, Polk ordered
General Zachary Taylor to cross
the Nueces River and set up posts
along the Rio Grande. Polk knew
that Mexico claimed this land and
that the move might
spark a war.”
What Historians Do
The Seven Principles of Historical Thinking:
1)
2)
3)
4)
5)
6)
7)
Take the time to think and prepare
Place yourself in the times
Careful consideration of evidence and viewpoints
Focus your topic
Be open to the possibility of having to change your topic
Mind your audience
Avoid always restating others’ ideas – add personal value
THINKING HISTORICALLY HELPS US
GET CLOSER TO THE PAST
What This Means for Social Studies Teachers
The textbook should not be the only
resource used in an effective SS
classroom. No single account
captures the complexity of the past.
Students should be utilizing a variety
of resources (primary sources,
photos, films, etc.) on a regular basis
in order to master the standards.
Students should be given ample
opportunity to think, consider
multiple perspectives, give an
opinion, and provide solid,
foundational evidence.
Primary Sources
Students sometimes see history as a series of facts,
dates, and events… usually packaged in a textbook.
As they use primary sources, they might begin to
view textbooks as historical interpretations.
They realize that any account of an event, no matter
how impartial the presentation,
is essentially subjective.
For my Econ friends: Consider primary resources
the raw materials in which history is made.
Examine Source Information
Who wrote it?
How was it used?
Analyze Primary Sources
Texts, Images, Film, Objects,
Data, Music…
Read Multiple Accounts and
Perspectives
Where do the sources
agree/disagree?
Thinking Like an Historian
Understand Historical Context
When did it happen?
Where did it take place?
Use Evidence to Support Claims
Document-Based Questions…
not just for AP Students!
DBQs differ from standard essays in that they
emphasize the ability to analyze and synthesize
historical data and assess verbal, quantitative, or
pictorial materials as historical evidence.
There is a growing number of studies that reveal
DBQs are just as powerful, if not MORE powerful for
lower-level students.
This will of course, involve you teaching and
modeling how to complete a DBQ.
Quick, 5-Step Process to Master a DBQ
1) Read the question/prompt at least 3 times.
2) State in your own terms what you are being asked to
write.
3) Circle/underline the main words: Explain, Analyze,
Evaluate, etc.
4) Briefly list the main events of the historical time
period addressed. This is information OUTSIDE of the
documents to be used.
5) Read each document. Briefly write the main point. If
the prompt requires you to take a position, group the
documents on the basis of those positions.
Critical Questioning
Facts are mastered by engaging students in
historical questions that spark their curiosity
and make them passionate about seeking
answers.
Was Abraham Lincoln
a racist?
Would a command
economy ever
work for us?
Did Federal Policy lead
to the Dust Bowl crisis?
Did Thirteen Days get
it right?
Utilizing Research: National History Day
Students choose a historical topic related to the annual
theme, and then conduct primary and secondary
research. They will look through libraries, archives and
museums, conduct oral history interviews, and visit
historic sites. After they have analyzed and interpreted
their sources, and have drawn a conclusion about the
significance of the topic, they will then be able to present
their work in one of five ways: as a paper, an exhibit, a
performance, a documentary, or a web site.
Each year more than half a million students participate.
National History Day Website: http://www.nhd.org/
Shake it Up!
• Have your students respond in writing in lieu
of the traditional verbal response.
• Start Small: Have your students write “Perfect
Paragraphs” that include a thesis with 3-5
supporting details. Once they perfect this
process, move on to bigger and better.
• Students love debates, get them motivated
and engaged, then have them use that
information to write.
SS CCGPS Webinar on May 2nd
MS SS
HS SS
2:00 - 4:00
10:00 – 12:00
Webinars will be recorded so that you can watch when it is convenient for you
gpb.org/education/common-core
Teachinghistory.org
Short, 7-minute
video clip
EXTREMELY
BENEFICIAL
http://www.archives.gov/education/
lessons/worksheets/index.html
In Closing….
For some teachers, the
Social Studies classroom in
Douglas County will look
very different next year.
By implementing the new
CCGPS Literacy Standards,
our students will start
thinking more actively and
independently…. for they
will be thinking LIKE an
Historian.
Please ensure that this PowerPoint is presented to
your entire Social Studies department within the
coming weeks, preferably as soon as possible.
Please do not email the PowerPoint in lieu of a
presentation. Your thoughts and insights as you
present will be beneficial to Douglas County’s
successful implementation of the CCGPS Literacy
standards.
Email me with questions or concerns! -- Chelsie