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	National Park Service History: Standards In Historical Thinking (Site not responding. Last check: 2007-10-17)
		Beyond the skills of conducting their research, students must, for example, be able to comprehend historical documents and records, analyze their relevance, develop interpretations of the document(s) they select, and demonstrate a sound grasp of the historical chronology and context in which the issue, problem, or events they are addressing developed.
		Perhaps no aspect of historical thinking is as exciting to students or as productive of their growth in historical thinking as "doing history." Such inquiries can arise at critical turning points in the historical narrative presented in the text.
		Interrogate historical data by uncovering the social, political, and economic context in which it was created; testing the data source for its credibility, authority, authenticity, internal consistency and completeness; and detecting and evaluating bias, distortion, and propaganda by omission, suppression, or invention of facts.
	www.cr.nps.gov /history/hisnps/NPSThinking/historicalthinking.htm (3684 words)

	Historical thinking - Wikipedia, the free encyclopedia
		Historical thinking is defined by many education resources as a set of reasoning skills that students of history should learn as a result of studying history.
		Sometimes called historical reasoning skills, historical thinking skills are frequently described in contrast to history content such as names, dates, and places.
		The third dimension is further divided into two parts: historical knowledge and perspective, and historical analysis and interpretation.
	en.wikipedia.org /wiki/Historical_thinking (572 words)

	[No title]
		Comprehending historical narratives will also be facilitated if students are able to draw upon the data presented in historical maps, graphics, and a variety of visual sources such as historical photographs, political cartoons, paintings, and architecture in order to clarify, illustrate, or elaborate upon the information presented in the text.
		Examine historical records to take into account the context of the historical period in which they were written and to avoid "present-mindedness" (i.e., judging the past solely in terms of the norms and values of today).
		Analyze historical narratives to identify the facts the author has provided and to evaluate the credibility of the generalization or interpretation the author has presented on the basis of the evidence he or she has assembled.
	w3.iac.net /~pfilio/chap2.html (5671 words)

	Teaching Historical Thinking. ERIC Digest.
		He rejects the idea of a monolithic model of thinking with a single set of skills, which transcends academic disciplines and thereby can be applied across the curriculum to different subjects.
		Wineburg demonstrates that historical thinking -- whether directed to construction of contexts, critical analysis of documents in terms of contexts, or context-sensitive judgments of behavior -- is enhanced by the quality and extent of the discipline-based "background knowledge" brought to the task (Wineburg 2001, 150).
		To assist teachers and students in historical thinking, teachers can use primary source guides that are linked to Wineburg's sourcing heuristic and corroboration heuristic (see Nelson and Drake 2001, 159-160, for examples of these guides).
	www.ericdigests.org /2003-2/historical.html (1527 words)

	Morality and Cognition in Historical Thinking
		For a long time, morality has dominated historical thinking even in the West, simply because historical thinking is the effort to make sense of the human past, which is an effort not so different in either East or West.
		Very often in modern historical thinking, the inbuilt morality of historical knowledge remains implicit and invisible, thus giving the false impression that the strength of empirical evidence is convincing enough for claims of historical identity.
		This historical ethics puts the complex synthesis of morality and cognition under such a fundamental rule: Every presentation and expression of cultural identity should shape the constitutive interrelationship between self and other in such a way that both sides can recognize their differences.
	www.cityu.edu.hk /ccs/Newsletter/newsletter9/moralityAnd.html (1479 words)

	Wineburg - Historical Thinking and Other Unnatural Acts (Site not responding. Last check: 2007-10-17)
		Historical Thinking collects ten works on historical teaching and learning (mostly at the secondary level) published over the last decade by Wineburg, often in collaboration with Janice Fournier or Suzanne M. Wilson.
		The findings reported here testify to the advantages of such an approach, because students' historical thinking can rarely be reduced to more generic thinking skills; in order to understand how they think about history, it is necessary to focus on the specifically historical aspects of their thinking.
		First, he equates historical reasoning with analysis of the motives of historical actors; he largely ignores factors that extend beyond individual psychology, such as cultural norms, economic structures, societal institutions, or the environment.
	www.aaanet.org /cae/aeq/br/wineburg.htm (745 words)

	National History Standards, Part I: Standards in Historical Thinking \| OAH Magazine of History
		In developing students' chronological thinking, instructional time should be given to the use of well constructed historical narratives: literary narratives including biographies and historical literature, and well written narrative histories that have the quality of "stories well told." Well crafted narratives such as these have the power to grip and hold students' attention.
		Evidence historical perspectives--the ability (a) to describe the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and the like; and (b) to "present-mindedness," judging the past solely in terms of present-day norms and values.
		Well written historical narrative has the power to promote students' analysis of historical causality—of how change occurs in society, of how human intentions matter, and how ends are influenced by the means of carrying them out, in what has been called the tangle of process and outcomes.
	www.oah.org /pubs/magazine/standards/nhs1.html (3393 words)

	UNF: Thinking about Historical Film (Halsall) (Site not responding. Last check: 2007-10-17)
		I want to argue, instead, that there a ways to think about historical movies as they actually are that might make sense to a professional historian, and perhaps more importantly to anyone who enjoys a movie but wants also to be able to think about film critically.
		Thinking about historical film in this way gives us an opportunity to think about the ways that people in the past understood their own history.
		Rather I suggest that by using all of them, we can think more clearly about advantages and disadvantages of film as a way to present pre-modern history; assess more critically the different approaches taken by to directors; and come away from a historical movie with understanding rather than nit-picking concerns about accuracy.
	www.unf.edu /classes/medieval/film/thinkingabouthistoricalfilm.htm (2609 words)

	Frederick D. Drake, Sarah Drake Brown \| A Systematic Approach to Improve Students' Historical Thinking \| The History ...
		Historical thinking is framed by positionality (or frame of reference), which emanates from an array of cultural experiences to inform a world-view, and by existential (who am I), and epistemological (how do I know) stances.
		Historical thinking is an act of thinking about a new experience with a set of temporal bearings.
		The headings are as follows: identify the document; analyze the document; determine the historical context; identify the vital theme and narrative represented in the document; and indicate the relationship the document has to a discipline in the social sciences/social studies.
	www.historycooperative.org /journals/ht/36.4/drake.html (5671 words)

	Hogue Index
		Historical thinking skills train students to challenge evidence and to investigate evidence to determine what really happened and why events transpired instead of accepting my words, or anyone else’s words, for that matter.
		Students must recognize that many historians study the same set of facts and often develop conflicting interpretations, 4) Historical Research Capabilities is at the heart of the historical thinking skills.
		Students formulate historical questions and then proceed to research and gather information to answer the questions, and 5) Historical Issues-Analysis and Decision-Making puts students in the shoes of individuals who lived in the past and helps them to see the alternative actions individuals could have taken.
	mcel.pacificu.edu /JAHC/JAHCIV1/Reports/hogue/hogueindex.html (1681 words)

	Sam Wineburg: Historical Thinking and Other Unnatural Acts
		Although most of us think of history—and learn it—as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing an understanding about the relationships of peoples and events in the past.
		A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the "one damned thing after another" concept of history.
		In its attentiveness to issues of race, class, and gender and to the role of human agency in shaping events, the series is as critical of traditional historical method as content.
	www.temple.edu /tempress/titles/1518_reg.html (804 words)

	Social Studies Development Center (Site not responding. Last check: 2007-10-17)
		Over the past decade, cognitive studies researcher Samuel Wineburg has conducted empirical studies to compare the way historians think about primary and secondary sources with the thinking processes of high school students and teachers.
		historical thinking to reading and interpreting documents, and (4) Internet-resources for teachers of historical thinking.
		Wineburg demonstrates that historical thinking-- whether directed to construction of contexts, critical analysis of documents in terms of contexts, or context-sensitive judgments of behavior--is enhanced by the quality and extent of the discipline-based "background knowledge" brought to the task (Wineburg 2001, 150).
	www.indiana.edu /~ssdc/histthinkdig.htm (1284 words)

	Historical Thinking
		The Historical Thinking Standards for the grades K- 4 are general, more broad ideas of understanding concepts and content areas of basic historical thinking.
		The focus is on five major types of historical thinking, and the skills that the students will master in order to participate in historical thinking exercises.
		These five major areas are: chronological thinking, historical comprehension, historical analysis and interpretation, historical research capabilities, and historical issues- analysis and decision making.
	www.people.virginia.edu /~len3a/hist-think/home.htm (377 words)

	V.80 No.7 Page 488/March 1999: Wineburg
		In these vignettes, I try to show that historical thinking, in its deepest forms, is neither a natural process nor something that springs automatically from psychological development.
		Indeed, when pushed to its extreme, the consequences of thinking that there is no continuity with the past are as grave as thinking that the past directly mirrors the present.
		Historical thinking requires us to reconcile two contradictory positions: first, that our established modes of thinking are an inheritance that cannot be sloughed off; second, that if we make no attempt to slough them off, we are doomed to a mind-numbing presentism that reads the present onto the past.
	www.pdkintl.org /kappan/kwin9903.htm (9359 words)

	History Lab (Site not responding. Last check: 2007-10-17)
		Essential to the complete understanding of a historical event, the study of viewpoint leads to a more personal and relevant path of historical interpretation.
		The biography concept is based on seeing and investigating the past through the eyes of a historic person.
		Working in league with the other historical thinking concepts, biography allows a researcher to see the past from another's point of view, examine places important to the life and time of the individual, and determine the influences on the individual in terms of causation and precedent.
	www.historylab.org /concepts.htm (308 words)

	TheFreeBookShop.com (Site not responding. Last check: 2007-10-17)
		The events that occurred prior to human records are known as prehistory.
		Knowledge of history is often said to encompass both knowledge of past events and historical thinking skills.
		A criticism of history as a field has been that it hss too narrowly focused on political events or on individuals.
	encyclopedia.thefreebookshop.com /?t=164 (116 words)

	Historical Thinking Standards, 5-12: Historical Issues-Analysis and Decision-Making (Site not responding. Last check: 2007-10-17)
		Historical thinking skills cannot be divorced from content.
		In fact, as students deepen their historical thinking and knowledge, they will learn to draw upon an increasing range of interconnected thinking skills.
		The student is able to assess the role of the legislative and executive branches in advancing the civil rights movement and the effect of shifting the focus from de jure to de facto segregation.
	www.sscnet.ucla.edu /nchs/standards/thinking5-12-6.html (534 words)

	Historical thinking - Encyclopedia.WorldSearch (Site not responding. Last check: 2007-10-17)
		MonsterMarketplace shopping directory has historical thinking and everything else you re looking for at one secure online location.
		Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Critical Perspectives on the Past)
		Global Space and the Nationalist Discourse of Modernity: The Historical Thinking of Liang Qichao
	encyclopedia.worldsearch.com /historical_thinking.htm (745 words)

	Issues: Perspectives (September 2000): The Role of Journal Writing in Historical Thinking (Site not responding. Last check: 2007-10-17)
		The authors of the National Standards for History call chronological thinking the "heart of historical reasoning."3 One way for students to identify the role and importance of temporal order, historical causation, as well as change and continuity is for history instructors to build this mental scaffolding.
		These journal prompts may also be designed to teach a number of historical facts, concepts, themes, or issues, as well as to facilitate the development of a variety of historical thinking skills.
		What I can attest to, with certainty, is that journal writing has helped my students gain deeper historical understanding and provided them an opportunity to demonstrate their proficiency in the essential skills that comprise historical thinking.
	www.theaha.org /perspectives/issues/2000/0009/0009tec1.cfm (1640 words)

	Developing Rubric for Historical Thinking (Site not responding. Last check: 2007-10-17)
		Identify the central questions(s) of historical passages by providing evidence of more than two historical perspectives and presenting those perspectives through historical maps; visual, or mathematical data; other documents; an essay; a graph; pie or bar chart; thinking map; or graphic organizer; or musical, literary, or visual product.
		Identify the central question(s) of historical passages by providing evidence of two historical perspectives and presenting those perspectives through historical maps; visual or mathematical data; or other documents; an essay; graph; pie or bar chart; thinking map; graphic organizer; or visual, literary, or musical product.
		Interrogate historical data; test the data source for its credibility, authority, etc. Identify the gaps in the available records, elaborate imaginatively upon the evidence, and fill in the gaps deductively in constructing a sound historical interpretation.
	dante.udallas.edu /seattah/developing_rubric_for_historical.htm (291 words)

	New Jersey Core Curriculum Content Standards for Social Studies
		Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to communicate with the public.
		Describe historic and contemporary efforts to reduce discrepancies between ideals and reality in American public life, including Amendments 13-15, the Civil Rights Act of 1866 and 1875, the Abolitionist movement, the Civil War, and the end of slavery in the United States.
		Students need to learn critical and historical thinking as they study history and cultures, the role of geography and the development of social, economic and political structures throughout the world at various times.
	www.nj.gov /njded/cccs/s6_ss.htm (11052 words)

	Early Canada Historical Narratives -- Historical Thinking
		Place people, events and changes in the periods studied within a chronological framework (distinguish between past, present and future time); know what things were like in the past and how things changed and developed.
		Use dates, terms and conventions that describe historical periods and the passing time, e.g.
		conducting analysis, detecting point of view, bias; creative thinking skills e.g., problem solving using multiple perspectives; inquiry skills e.g., formulating questions, organizing and conducting research, analyzing, interpreting and evaluating information, drawing conclusions.
	www.uppercanadahistory.ca /intro/histthink.html (340 words)

	HISTORICAL THINKING
		By the end of this course, students should be better prepared to understand the historical interpretations which they will encounter in their upper division history courses.
		Learning Goals and Objectives: The goals and objectives of this course are primarily in the area of comprehension, but students will also be required to write a book review paper in which they must hone their critical reading and writing skills.
		To acquaint students with the important schools of history and to the uses of theory in historical analysis.
	faculty.fullerton.edu /gbrunelle/historical_thinkingSpring%202003.htm (1614 words)

	Developing a Professoriate Track for Doctoral Programs
		"Students' Historical Thinking And The National History Curriculum In England." Theory and Research in Social Education 21: 105-127.
		"The Relationship Between Historical Response And Narrative In The Classroom." Theory and Research in Social Education 14: 1-15.
		"Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence." Journal of Educational Psychology 83: 73-87.
	www.indiana.edu /~oah/nl/99feb/Oahbibl.htm (1040 words)

	Fan Ka Wai
		He points out two difficulties he encounters in teaching the topic; the availability of model answers to the students and their lack of understanding of academic issues relating to the question.
		The course involves discussion and interpretation and focuses on “historical thinking”.
		Clearly, teachers and history researchers should guide students in the exploration of available information resources, and invigorate their thinking so that it is both logical and constructive.
	www.rapidintellect.com /AEQweb/mo2413sep.htm (2413 words)

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