The Concepts of Historical Thinking are introduced as students express their understanding of Continuity and Change. They present their research results, generated from their inquiry questions. Students describe how historical topics and themes are reflected as historical progression, or regression.
Guiding Questions
How does your overall guiding question support historical thinking? (Historical Significance, Cause and Consequence, Continuity and Change, Historical Perspective) Which teaching and learning strategies will allow students to demonstrate their understanding of the Concepts of Historical Thinking?
This video explores disciplinary thinking and the importance of critical thinking within SSHG inquiries. Support ideas for struggling students are also explored.
Guiding Questions
How do you incorporate disciplinary thinking in daily lessons?
Using a rich mathematics investigation students participate in an inquiry which is focused on the social studies thinking concept of “continuity and change.”
Guiding Questions
How can you engage your students in discussions related to disciplinary thinking?
This video shows how primary source materials from local art galleries, museums and archives support SSHG inquiry learning. See how maps, documents, photographs, and pieces of art can be used to investigate the social studies thinking concepts.
Guiding Questions
What types of primary source materials can be used to explore continuity and change within a community?
This video shows how primary sources (Fire Insurance Plans) can be used to inquire about “change over time” as well as interaction with the environment. Students can ask questions about issues that resulted from changes to the environment as towns and cities grew. They can also inquire into how some of those issues were solved and investigate whether or not they still exist today.
Guiding Questions
How can we use primary sources like maps and images to explore continuity and change within a community?