Chapter 2 presents the standards
in historical thinking, largely independent of historical content in order
to specify the quality of thinking desired for each. None of these skills
in historical thinking, however, can be developed or even expressed in
a vacuum. Every one of them requires historical content in order to function-a
relationship made explicit in Chapters 3 and 4, in which the Standards
integrating historical understanding and historical thinking are presented
for all eras of United States and World History for grades 5 through 12.
The diagram on page 52 illustrates
the approach taken to integrate historical thinking and historical understandings
in the Standards. The example is drawn from the U.S. History Standards,
Era 3, Revolution and the New Nation (1754-1820s). As illustrated, the
five skills in historical thinking (the left side of the diagram) and the
three historical understandings students should acquire concerning the
American Revolution (the right side of the diagram) are integrated in the
central area of overlap in the diagram in order to define (immediately
below) Standard 1A: The student understands the causes of the American
Revolution.
Page 53 provides a further
illustration of this same standard, presented this time in the format in
which the standards are stated (Chapters 3 and 4). The selection is again
drawn from Era 3, Revolution and the New Nation. As illustrated, the standard
first presents a statement defining what students should understand: “The
causes of the American Revolution, the ideas and interests involved in
forging the revolutionary movement, and the reasons for the American victory.”
Directly below the standard
is standard component 1A, a statement which zooms in on part of the full
standard. This statement is followed by five elaborated standards which
specify what students should be able to do to demonstrate their understanding
of the causes of the American Revolution. Each elaborated standard illustrates
the integration of historical thinking and understanding by marrying a
particular thinking skill (e.g., comparing arguments) to a specific historical
understanding (e.g., traditional rights of English people). One thinking
skill appears highlighted in brackets following each statement. The particular
thinking skill was selected to serve as an example of the integration of
historical thinking and historical understanding, and it is by no means
the only one that can be employed. In fact, the standards encourage teachers
to approach content through a wide variety of thinking skills.
Finally, each elaborated
standard is coded to indicate in which grades the standard can appropriately
be developed.
5-12 indicates the standard
is appropriate for grades 5-6, as well as for all higher levels, from grades
7-8 through grades 9-12.
7-12 indicates the standard
is appropriate for grades 7-8 through grades 9-12.
9-12 indicates the standard
is best reserved for students in their high school years, grades 9-12.
However, the order in which
the elaborated standards are presented is driven by the logical unfolding
of the particular topic rather than by grade level.
FIGURE 1: [See
book.] Integrating Historical Thinking and Historical Understanding
Era 3, Standard 1, U.S. History
FIGURE 2:[See book.]
Elements of a History Standard
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