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Week 9 Historical Thinking:

Differentiated Instruction Revisited

What teachers prepare:
Knowledge, concepts, skills
Delivery formats:
Video, reading, lectures, audio
How students make sense
Think, pair, share
Partner Talk
Act it out
Product/Learning Artifacts
Choice of format for showing what was learned
How students engage
Current skill level reading, thinking
Current knowledge level
Current ability to grasp the concept
Background of students - experience
Learning Profile
Brain Intelligences
Preferred learning style
So I wouldnt say that I can confidently use the differentiated
instruction matrix with ease, but I think I have made progress from
where we started. Im aiming to fully understand it. Going through it
and giving examples with the flag lesson definitely helped.
Teaching History
Sticky History
What is thinking?
Some Possibilities:
Observing closely and describing whats there
Building explanations and interpretations
Reasoning with evidence
Making connections
Considering different viewpoints and perspectives
Capturing the heart and forming conclusions
Wondering and asking questions
Uncovering complexity and going below the surface of things
Identifying patterns and making generalizations
Generating possibilities and alternatives

Evaluating evidence, arguments, and actions

Formulating plans and monitoring actions
Identifying claims, assumptions, and bias
Clarifying priorities, conditions and what is known
What is historical thinking?
What do historians do?
Why study history?
Understand change and know how our society got here
Historical Thinking
Chronological Thinking
Distinguish between past, present, and future time
Identify the temporal structure of a story or historical narrative
Establish temporal order in their own narratives
Measure and calculate calendar time
Interpret data presented in time lines (create time lines)
Reconstruct patterns of historical succession and duration (continuity
and change)
Compare alternative models of periodization (eras)
Strategies to use: Pictures in order, kinesthetic, visual.
Additional Ideas: Math and BC and AD
Historical Comprehension
Human Statues
Identify the author or source of the historical document or narrative
and assess its credibility
Reconstruct the literal meaning of a historical passage
Identify the central question(s) the historical narrative addresses
Differentiate between historical facts and historical interpretations
Read historical narratives imaginatively
Appreciate historical perspectives
Draw upon data in historical maps
Utilize visual, mathematical, and qualitative data
Role Playing
Performance Tasks
Fish Bowl
Talk Show
Human Statues
Readers Theater
Data Sheets speed things up
Rubrics for the different stages
Strategies to use: Geographer, plaque writer, history detective, statue
Additional Ideas:
Committed Sardines

Historical Analysis and Interpretation

Compare and contrast differing sets of ideas
Consider multiple perspectives
Draw comparisons across eras and regions in order to define enduring
Distinguish between unsupported expressions of opinion and informed
hypotheses grounded in historical evidence
Compare competing historical narratives
Hold interpretations of history as tentative
Hypothesize the influence of the past
Taken pen, long term effects
Teacher didnt manage well
Strategies to use:
Additional Ideas:
Cause and Effects
Graphic organizers

Historical Research Capabilities

Mystery Game
20 Questions
Formulate historical questions
Obtain historical data from a variety of sources
Interrogate historical data
Contextual knowledge of the time and place
Employ quantitative analysis
Support interpretations with historical evidence
Strategies to use:
Additional Ideas:

Historical Issues Analysis and Decision-Making

Identify the issue or problem in the past
Look at the factors that created the problem (antecedents)
Look at similar problems from the past
Evaluate alternative courses of action
Formulate a position or course of action on an issue
Evaluate the implementation of a decision
Strategies to use:
Additional Ideas:

Essential Questions
Who are we?
Where are we?
How do historians think?
What has gone wrong?

What must we do?

Walking with the Poor - Myers
Ticket Out of Class on blank sheet of paper
Next week:
Reading Responses
Zarillo Chapter 11
Lesson Plan 3
Lesson Plan 2 Revision

What new information did you learn?

I think the main idea of tonight that I learned was how many ways of thinking
through history there is. We are all familiar with the chronological thinking and
timelines, but talking about the issues we face today and the research capabilities
really struck me. Ive have ideas of things mentioned under each category, but
having it all written out is a huge step.
How has the material/experience affected you?
From a few of the activities we did, I want to be able to use those and come up/find
other methods that are just as good at getting at the point like we did in class.
Obviously I like history, so being able to find and know way to incorporate quality
activates and methods of learning is a great stepping stone to implement in a class
Has it challenged your thinking?
This week has made me realize that all these different activities can be fun. The
mystery game and the statue activity were all fun to participate in. On top of that,
the activities made the knowledge we learned last. I dont think Ill ever forget Vasili
Arkhipov. I might not be able to spell his name without using the dictionary, but the
idea of creating a statue for a person or time in history sticks with a students. So, I
want to be able to create activities that involved history to be both entertaining and
a very knowledgeable.