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Historical Thinking Skills and Evaluation Strategies in Social Sciences

Historical thinking is a framework that allows students to explore the nature of history and historical events at a deeper level.  Students actively investigate their past, using various intellectual operations, and through an examination of source documents, and a process representation, rigorous reasoning and interpretation. 

Opportunities for formative and self-assessment abound. The Historical Thinking concepts and specific guideposts can help you note and then teach the more specific and deeper skills needed for final assessments.  Here you will find notions, tools and strategies to help you teach critical thinking and more effectively use the evaluation frameworks and the "Intellectual Operations".

Note:  Some of the actual Practice Evaluations produced by the RECITUS have been translated as well, and are available here below and on the History of Quebec & Canada page here.

LCEEQ WORKSHOP ON HISTORICAL THINKING

 


LCEEQ Presentation on Historical Thinking (Matt R and Paul R)
Matt R. (WQSB) and I (Paul R from LEARN) presented on HIstorical Thinking concepts and strategies at LCEEQ this year.  We focussed on information in the various sections on this page below, and provided opportunities for participants to "think historically".

Key links we mentioned:
Main Historical Thinking Site on Historical Thinking.ca.  And to order the book The Big Six
The Historical Thinking concepts and specifically their guideposts document 

Our Google Slide document
Our Powerpoint temporarily available here
Student Sample Docs we analysed are available by request.
Historical Event cards created with screenshots from Canadian Encyclopedia timelines

Graphic Organizers:  
Timelining Events
 (Remarkable and Reveal)  Single page and Huge Electronic versions for online collaboration are available below and in main-page Graphic Organizers section for Situate in Time and Space (Long version contains link to event cards)
Consequences Placemat for Degree of Influence (and similar for Relevance).  Available below and in main-page Graphic Organizers section for Cause and Consequence

Historical Collection and Consequence Cards: Historical Collection #26 on American Revolution consequences.  Including consequence cards to print (Note:  Many other doc. collections via History of Quebec & Canada and the Communauté)

A few video suggestions:
What is Historical Thinking:  for Historical Thinking skills, especially Evidence and Perspectives by @teachinghistory https://www.youtube.com/watch?v=mSJLmWnxrPg … Many of our "Intellectual Operations" involved. Good (U.S. History) examples

The Importance of studying History:   Historical Thinking Concepts overview and notion of a Growth Mindset, looking in the future.  https://www.youtube.com/watch?v=iehEwDvwTfg

Evaluation Materials (RECITUS, SWLSB)

SWLSB database of exam questions

Recently shared on the community by Daniel Hedges, consultant at SWLSB, is a large project whereby recycled and recently created MEES-style exam questions have been organized according to course time periods.  The links below lead directly to the questions posted to the Secondary 3/4 Communauté Histoire du Québec et du Canada. (Go to site)

Secondary 3 
Question Database: Origins to 1608   
Question Database: 1608-1760 

Secondary 4 
Question Database: 1840-1896
Question Database: 1896-1945

RECITUS tasks, evaluations & document collections in English 

Occasionally we translate RECITUS document collections, tasks and most recently various evaluations.   They are then stored on the Secondary 3/4 Communauté Histoire du Québec et du Canada. (Go to site)  Direct links to these resources are below.

Secondary 3 Evaluation Questions and document collections:
Review with BANQ Short Answer Questions - Origins to 1840   Go to site
Review Slides (Synthesis for Origins to 1840)  Go to site 
Question developing of a coherent representation of a period C1
- Origins to 1608  Go to site 

 

Secondary 4 Evaluation Questions and document collections:

Short-answer review questions - period 1840 to the present Go to site

Short Answer Questions -- 1945-1980  Go to site

Question developing a coherent representation of a period C1 - 1840 to 1896   Go to site
Question developing a coherent representation of a period C1 - 1896 to 1945   Go to site
Question developing a coherent representation of a period C1 - 1945 to 1980   Go to site
Question developing a coherent representation of a period C1 - 1980 to today  Go to site
Question demonstrating rigour of interpretation C2 - 1896 à 1945   Go to site
Question demonstrating rigour of interpretation C2 - 1945 to 1980   Go to site
Question demonstrating rigour of interpretation C2 - 1840 to 1896    Go to site
Question demonstrating rigour of interpretation C2 - 1980 to today  Go to site

 

 

Intellection Operations: Main and Formative Sub-Skills

Teaching Intellectual Operations and Historical Thinking

The I.O.s as they relate to real-life situations?
Here's one fun way to introduce the I.O.s then to constantly refer to them throughout the year.  View the LEARN How-to entitled Talk about your passion by using the Intellectual Operations!  Go to page

 

Intellection Operations and formative
supporting skills and notions

The Intellectual Operations are ways students "appropriately use knowledge" in the Social Sciences. But students may need to develop other supporting skills or notions too.  "Too often in education, we head students who have insufficient formative skills straight for the summative assessment. It is the formative skills that lead up to the summative skills, the ones being assessed." (Big Skills for the Common Core by Hugelmeyer &  Benjamin) 

Based upon the concepts in The Big Six Historical Thinking Concepts (and especially the Guideposts) one can break down the I.O.'s and identify various skills and sub-skills a teacher could monitor and formatively assess. 

ESTABLISH FACTS
Explore the following examples of skills and sub-skills that help students "identify relevant and accurate facts" and establish and understanding their significance:
Main skills:
Identify accurate facts  Go to site    Identify and explain relevant facts  Go to site
Related sub-skills to practice:
Consider the question or problem  Go to site
Establish needs and clear goals Go to site
Consider prior understanding  Go to site
Contextualize document  Go to site
Primary vs secondary documents  Go to site

 

ESTABLISH CONNECTIONS BETWEEN FACTS
Explore the following examples of skills and sub-skills that help students "associate forms of expression or descriptions with facts that are related to them:
Main skills:
Ability to INTERRELATE FACTS  Go to site
Ability to ILLUSTRATE A STATEMENT using facts.  Go to site  
Related sub-skills to practice:
Describe the “historical narrative”
Gain and connect specific knowledge from documents

 

SITUATE IN TIME AND SPACE
The following are examples of skills involved when students "place facts on timelines; establish precedence or posteriority, situate territories in time, etc."
Main skills in this I.O.:
Place Facts in CHRONOLOGICAL ORDER  Go to site 
Place Facts on a TIMELINE  Go to site 
Identify facts that PRECEDE or FOLLOW  Go to site 
Situate TERRITORIES IN TIME  Go to site
Situate TERRITORY in space/time Go to site

Historical Thinking / How to get students thinking deeper?
How can we turn a timeline activity into a historical thinking activity? One way is to consider historical significance.  Example strategy:   Arrange event cards in chronological order.  From a larger set of events, students select and place on a timeline 10 events that are the most historically significant, based on criteria such as "Revealing or Remarkable" (from The Big Six).  With this criterion in mind students then categorize their selection based on remarkable or revealing, and arrange event cards in chronological order.  Alternatively, students could use criteria based on relevance to a guiding question.  Finally, students themselves could use their conclusions to determine their own time periods or to identify what they feel are important turning points, compare theirs to the program's choices, etc.  (Tools like timelines here, here and here.  Browse larger collection here.  Timelines cards similar generate on Canadian Encyclopedia here, but created from collections like those on LEARN here!)

 

 

CAUSES AND CONSEQUENCES
Explore the following examples of skills that help students identify facts that explain and/or result from phenomena: 
Main skill:
Identify MULTIPLE CAUSES/CONSEQUENCES  Go to site 
Possible sub-skills:
Delineate/characterize a TIME PERIOD  Go to site
Consider MOTIVATIONS  Go to site
Identify/explain CONDITIONS  Go to site
Determine consequence’s INFLUENCE  Go to site
Note consequence’s DURATION  Go to site

 

ESTABLISH CAUSAL CONNECTIONS
Explore the following examples of skills that help students establish logical connections between explanatory factors and consequences:
Main skill:
EXPLAIN THE CAUSAL CONNECTIONS  Go to site 
Possible sub-skills:
Mapping  MULTIPLE CAUSES  Go to site 
Identify TYPES (Economic, political, etc.)  Go to site 
Vocabulary for WAYS ...  Go to site

 

CONTINUITY AND CHANGE
Explore the following examples of skills that help students identify what remains unchanged over time, or that changes over time.
Main skill:
Identify UNCHANGED & indicate CHANGED  Go to site 
Possible sub-skills:
Sequence the TARGETED EVENTS first  Go to site
PERIODIZE the events in question  Go to site
Discover/identify TURNING POINTS  Go to site
Describe the PROCESS of CHANGE  Go to site
INTERPRET changed and unchanged elements  Go to site 


 

Identify Differences and Similarities
Main and sub-skills .. coming soon.

 

 

See also the RECITUS Badge guides:
Students should identify differences and similarities or points of convergence or divergence.
English versions:
Convergence and divergence Go to site Similarities & Differences Go to site
Les guides originaux en français:  
Convergence et divergence Télécharger 
Similitudes et différences Télécharger
Réclamer cette mention (compte credly nécessaire).

Intellectual Operations Summary Pages & Icons & Graphic Organizers

Below you will now find new icons for the latest version of the History of Quebec and Canada program, along with older IO documents for courses being changed or faded out.  Very popular amongst teachers (and students!) these icons can be placed on your wall and added to evaluation tools.

Summary documents of the frameworks and I.O.s
for various subjects within the Social Sciences:

Secondary History (HCE): Cycle 1 and 2  Download
Secondary Geography  Download
Contemporary World:  Download
Histoire et éducation à la citoyenneté (1 et 2)   Download
Géographie Download
Monde contemporain   Download 

Icon collections for the I.O.'s for older HCE:

Tabloid-sized for posters,  in English Download en français Download  

NEW Secondary 3 History of Quebec preliminary program icons: 

Tabloid and small jpeg versions together Download
Card-sized versions for activities Go to site
Tabloid et petit jpgs en français Download

GRAPHIC ORGANIZER COLLECTIONS

Also available on the Secondary History main page here, this is our store-house for various graphic organizers we have produced for various purposes.  They are gather them together for convenience, and loosely organize them around various Historical Thinking concepts and specifically their guideposts document, the Soc Sci Techniques and the Intellectual Operations.

Cause and consequence.  Go to site
Characterize a historical event.  Go to site
Compare and contrast.  Go to site
Continuity and Change  Go to site
Establish significance  Go to site
Historical concepts  Go to site
Prior Knowledge  Go to site
Reflections (Personal, Ethical, etc.)  Go to site
Situate in Time and Space  Go to site
Take a Historical  / Geo Perspective  Go to site
Using Information & Evidence  Go to site
ZZZ... Unsorted organizers, etc.  Go to site


Featured this fall:  The Cause and Consequence Master Kit  (from SWLSB & LBPSB consultants DH and JZ)

The I.O. Master Kit for the I.O. Causes and Consequences is a complex graphic organizer with moveable parts.  It is a physical kit designed to be printed out and laminated. Students, working in small groups, can use it to physically ‘map out’ a historical event, in order to practice and perform various intellectual operations in the social sciences.  Read more on Dan's blog post here  Access the kit & related organizers here

Badges in Social Sciences (RECITUS)

Earning your Intellectual Operations Badges by RECITUS
Below are a series of badges for the I.O.s in history and geography that you can "hand over" to students as they practice them and as they become proficient in using them in different situations. They were prepared by the RECITUS team; originals in French. Go to site Also note, the badge images used in the guides are also available here: Download
 
The included guides allow the teacher or pupil to illustrate concretely an abstract intellectual operation. However, they are not instruments of evaluation. Rather, they allow the student to [formatively] assess where he is in his appropriation of one or other of the intellectual operations. They are also tools to inspire and motivate students as they can be used in gaming strategies in class, a playful learning tool, and just one teaching medium among many others. It is up to teachers to define an appropriate distribution system. You could, for example, determine that the student must have at least 5 references to an intellectual operation to acquire the level of skill required for your course. Finally, you could use the images below, or a tool like Credly to distribute your mentions digitally.

Establish Facts
The student must identify an actor, a group, an action, a measure, a role, a territory, an economic activity, a phenomenon.
Télécharger le guide Visiter le site  Download English version Go to site
Réclamer cette mention (compte credly nécessaire).

Establish connections between facts
The student must associate demonstrations or descriptions with facts that are related to them.
Le guide original:  Télécharger   Access current English version Go to site
Réclamer cette mention (compte credly nécessaire).

Establish Causal Connections
The student must demonstrate the causal link between the specified elements.
Le guide original Télécharger Access current English version  Go to site
Réclamer cette mention (compte credly nécessaire).

Determine causes & consequences
The student should indicate a fact, for example, the contexts, interests, objectives, influences, actions, which explains a historical reality. The student should indicate a fact that springs from a historical reality.
Les guides originaux: Causes Télécharger Conséquences Télécharger 
Access current English versions:  Causes Go to site Consequences Go to site
Réclamer cette mention (compte credly nécessaire).

 

Situate in Time
The student must chronologically order facts taking into account time markers. It must situate a fact or set of facts on a timeline. It must classify facts according to whether they are earlier or later than a time marker.
Télécharger le guide vister le site Download English version Go to site
Réclamer cette mention (compte credly nécessaire).

 

Situate in Space
The student must situate geographical elements, facts or territories in space.
Guide to come.
Guide à venir.
Réclamer cette mention (compte credly nécessaire). 

Identify differences & similarities
Students should identify differences and similarities or points of convergence or divergence.
Access current English versions:
Convergence and divergence Go to site Similarities & Differences Go to site
Les guides originaux en français:  
Convergence et divergence Télécharger 
Similitudes et différences Télécharger
Réclamer cette mention (compte credly nécessaire).

Determine changes & continuities
The student must identify a fact that shows that a historical reality is being transformed or maintained.
Access current English version: Changes and continuities Go to site
Original: Changements et continuités Visiter le site
Réclamer cette mention (compte credly nécessaire).

 

MEES Program Documents

Below you will find various Ministry of Education program and evaluation documents for the Secondary Social Sciences domain.  (Click "show list" when items are hidden.)

Quebec Secondary Programs in Social Sciences
The QEP program documents describe course aims, competencies to develop, and course content.

Cycle 1 History and Citizenship Education  Download

Cycle 1 Geography Program  Download

Cycle 2 History of Quebec and Canada Sec. 3 & 4 program Download

Cycle 2 History of the 20th Century   Download

Cycle 2 Cultural Geography Download

Cycle 2 Financial Education Program Download

Cycle 2 Contemporary World   Four credits  Two credits 

Note that the main MEES Programs of Study page, where you will find these  "General Education" Secondary School Education Programs and older programs, is now online here:  Go to site  

 

Progression/Precision of Learning documents
The Progression/Precision of Learning organizes knowledge and includes examples.  Go to site

Cycle 1 History   Go to site

Cycle 1 Geography  Go to site 

Cycle 2 Contemporary world  Go to site  (PDF version)

History of Quebec & Canada.  See "knowledge" within the program Download
 

Evaluation Frameworks
Below are links to the individual evaluation framework sites and documents.  You can also search for the current and older frameworks on MEES site at  Go to site

Cycle 1 and 2 - History & Citizenship Education  Download

Cycle 2 (New) History of Québec and Canada program  Download

(Older) History & Citizenship Education framework  Download

Cycle 1 Geography framework Download

Contemporary World online version  Go to site

Financial Education Download

 

BAMD:  MEES approved books site
Bureau d'approbation du matériel didactique

Go to site

 

 

Consultant LEARN et contacts

Paul Rombough - Consultant services pédagogiques

Mes dossiers à LEARN :


Social Sciences
Ethics and Religious Culture
Physical Education and Health
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Vous pouvez me joindre:  prombough@learnquebec.ca

 

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