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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…
