| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | History |
| What topic | Thinking like a historian |
| What length (min) | 30 |
| What age group | Year or Grade 7 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Thinking Like a Historian
Grade 7
History
20
This lesson aligns with the standards emphasizing historical thinking, analysis of primary sources, and critical questioning in social studies education.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Historians | 5 | Introduce the lesson topic and define what it means to think like a historian. Discuss the importance of historical inquiry. |
| 2 | Methods of Historical Inquiry | 10 | Present key historical methods such as sourcing, contextualization, and corroboration. Use examples from the textbook. |
| 3 | Analyzing Primary Sources | 10 | Distribute excerpts of primary sources. Break students into groups to analyze the sources using guiding questions. |
| 4 | Class Discussion | 3 | Facilitate a class discussion based on group findings to highlight different historical interpretations. |
| 5 | Assign Homework | 2 | Explain the homework assignment related to the lesson without asking students to present their work in class. |
| 6 | Conclusion and Recap | 2 | Summarize the main points of the lesson and clarify any remaining questions or uncertainties. |
Students will complete an assignment related to the methods of historical inquiry, focusing on applying what they learned in class.
"Good morning, everyone! Today we’re going to start our lesson on ‘Thinking Like a Historian.’ Before we dive in, can anyone tell me what they think it means to think like a historian? [Pause for student responses]
Great thoughts! So, thinking like a historian means looking at the past in a critical way, asking questions about what we find, and trying to understand different perspectives. Historians use various methods to unravel the stories of our past, and that’s exactly what we’ll explore today. Now, why do you think it’s important for us to inquire about history? [Pause for student responses]
Right! Understanding history helps us learn from past mistakes, appreciate different cultures, and understand how our world has been shaped. Let’s get started!”
“Now, we are going to discuss the methods that historians use in their work. The three key methods we’ll focus on are sourcing, contextualization, and corroboration.
First, let’s talk about sourcing. Sourcing is about asking questions like who created a document, when, and why. It is important because the author’s perspective can influence the content.
Next, we have contextualization. This means considering the time and place a document was created. For example, how might the events of that time period influence what is written?
Lastly, we have corroboration, which involves comparing multiple sources to see if they support or challenge each other.
We’ll look at some examples from your textbooks next. [Show examples on the projector.] Can anyone give me a brief summary of how one of these methods is applied in one of the examples? [Pause for student responses]
Awesome! Remember, these methods help us analyze history more thoughtfully. Let’s put this into practice!”
“Now, it’s time to get hands-on! I’m going to give each of you a primary source excerpt to work with. Please form groups of four. You will analyze your source using the guiding questions I’ve provided.
Take a moment to look at your document and think about the following:
Remember to take notes on your findings, as we will discuss them as a class in a few minutes. Let’s spend about ten minutes on this activity. Go ahead!”
“Okay, time’s up! Let’s come back together for a class discussion. I want each group to share one interesting finding you had about your primary source.
What questions did you ask? How did you interpret the evidence? [Call on each group to share, encouraging dialogue.]
This is a great opportunity to hear different interpretations based on the same source material. Remember, history can be understood in various ways depending on perspective!”
“Before we wrap up, I want to assign a homework task that relates to today’s lesson. You will be writing a short reflection on what you learned about historical methods, specifically focusing on how you can apply sourcing, contextualization, and corroboration to a historical topic of your choice.
Please be thorough and thoughtful about it! We won’t be presenting these in class, but I encourage you to share any interesting insights with your classmates if you’d like.”
"As we conclude today’s lesson, let’s quickly recap what we learned. We discussed what it means to think like a historian and explored the key methods of sourcing, contextualization, and corroboration.
Is there anything you’re still unsure about or any questions you might have? [Pause for questions]
Fantastic! Thank you for your enthusiasm today. I can’t wait to see how you apply these techniques in your homework. Have a great day, everyone!"
Define what it means to think like a historian. Why is this approach important in understanding history?
Identify and explain the three key methods of historical inquiry discussed in class. Provide examples for each method.
Choose a primary source from your textbook or another resource. Using the method of sourcing, identify the creator of the source and discuss any possible biases that may be present.
Describe the context surrounding the primary source you selected. How might the time and place of its creation influence the content of the source?
Using the method of corroboration, find at least one additional source related to your selected primary source. How does this second source support or challenge the conclusions you drawn from the primary source?
Reflect on what you learned about historical methods in today’s lesson. How can you apply sourcing, contextualization, and corroboration to a historical event you are interested in? Prepare a brief outline of your thoughts.
Discuss the importance of perspective in historical interpretation. Why is it vital to consider multiple viewpoints when analyzing historical sources?
After conducting historical inquiries, what are some challenges historians might face? Provide at least two examples based on the methods we discussed.
Thinking like a historian involves analyzing the past critically, asking questions, and understanding different perspectives. It is important because it helps us learn from past mistakes, appreciate cultures, and understand historical influences on today's world.
The three key methods are:
(Answers will vary depending on the primary source chosen. Students should identify the creator and discuss potential biases such as political, social, or economic influences.)
(Answers will vary depending on the primary source chosen. Students should include information about the historical timeframe, events, and cultural context.)
(Answers will vary depending on the sources chosen. Students should clearly identify the second source and analyze how it correlates or conflicts with their findings.)
(Answers will vary based on individual reflections, but students should outline how they plan to apply the methods to a specific historical event.)
Considering multiple viewpoints is vital because it provides a more comprehensive understanding of historical events, reduces bias, and encourages critical thinking.
Some challenges historians might face include:
How could understanding the author's background help you analyze a historical document more effectively?
Can you think of a specific example from modern news where the context might change the interpretation of a story?
If you were a historian, what additional sources might you look for to corroborate a claim about a significant event in history?
Why do you think it’s essential to consider different perspectives when studying a historical event?
How can applying the method of corroboration change your understanding of a particular historical narrative?