Discover and read the best of Twitter Threads about #HistoricalThinking
Most recents (5)
@JMKuukkanen @ArthurJChapman @heirnet @histassoc @1972SHP @HTENUK @RichardEvans36 @UCLpress Thanks, this discussion fits into one we have off and on about "knowledge". Increasingly, I come to see knowledge (and therefore also results of research) to be possible as relational, as not to be isolated from perspectives, from what @ArthurJChapman referred to as .../2
@JMKuukkanen @ArthurJChapman @heirnet @histassoc @1972SHP @HTENUK @RichardEvans36 @UCLpress 1/... "knowING" (if I am understanding him correctly). The perspectives can (and need to be) broadened, but they are inseparatibly (spelling?) linked to the position of the knowing one, even, nay, especially in propositional form. If I share such a proposition by s/o, is it .../3
@JMKuukkanen @ArthurJChapman @heirnet @histassoc @1972SHP @HTENUK @RichardEvans36 @UCLpress 2/... simply identical - or do I consent from my point of view/experience/research etc., ADDING that nothing from here contradicts is, thus not merely putting it onto the heap of independent propositions, but enhancing its quality, offering others another facet to it to be .../4
I always struggle with the notion that we should teach students to "think like historians."
Obviously the academic discipline of history provides the guiding framework for defining the disciplinary knowledge that comprises #historicalthinking, but.....
Obviously the academic discipline of history provides the guiding framework for defining the disciplinary knowledge that comprises #historicalthinking, but.....
There is a huge gap between the practices of the academic discipline and what is justifiable & possible in school history.
Also, the discipline of history is characterized by eclecticism, hybridity, diversity, capaciousness, and a lack of overarching structure or definition.
Also, the discipline of history is characterized by eclecticism, hybridity, diversity, capaciousness, and a lack of overarching structure or definition.
Any attempt to reduce its complexity to a single model of historical thinking runs the risk of oversimplification, and uncritical acceptance by teachers and students as “the” approach for teaching historical thinking.
I am a great admirer of @samwineburg’s research and the contributions that he and @SHEG_Stanford have made to #historyed in the US and internationally cannot be understated, but there are a few conceptual issues with the #historicalthinking chart below.
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HT is defined in terms of analyzing primary sources, but does not include other important 2nd order HT concepts including historical empathy, cause and consequence, continuity & change, progress & decline, historical significance, and the ethical dimension (amongst others).
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The chart doesn’t differentiate between written sources and visual sources such as maps, photographs, paintings, oral history that utilize many of the same questions, but also requires different questions, contextual knowledge, and methods of analysis.
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A few thoughts about the recent article "Teaching History Is Hard: How to invite students to think for themselves" by Edward Ayers medium.com/new-american-h… that was also featured in the @washingtonpost washingtonpost.com/education/2020…
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As pointed out by @samwineburg in the opening chapter of Why Learn History amazon.ca/Learn-History-… anxiety in the US over students' lack of knowledge of US history (as revealed by national tests like the NAEP and its predecessors) has been ongoing for more than a century.
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The NAEP history test has been criticized by history educators for many reasons.
Shuttleworth and Patterson (2019) criticized the NAEP for using misleading achievement level terms, which led to negative cross-partisan media reports
tandfonline.com/doi/abs/10.108…
Shuttleworth and Patterson (2019) criticized the NAEP for using misleading achievement level terms, which led to negative cross-partisan media reports
tandfonline.com/doi/abs/10.108…
I have decided to resign from the Alberta Education Social Studies Curriculum Working Group (CWG). It was not an easy decision as I am deeply committed to designing the best possible Social Studies curriculum for the students, teachers, and people of Alberta #abed /1
I have resisted resigning and publicly criticizing the draft curriculum and curriculum redesign process because I am frightened about what a Jason Kenney-led UCP government might do to the social studies curriculum and K-12 education in #abed should they get into power /2
Since joining the Social Studies CWG in the fall of 2016 I have repeatedly defended Alberta Education from unfair and inaccurate criticism about both the curriculum writing process and the draft social studies curricula from David Staples of the Edmonton Journal. /3
