Unit 1: Understanding Historical Thinking and Global Awareness in Assessments

Lesson 1: Introduction to Historical Thinking

Do Now Question:

Why is it important to think critically about the sources of information we encounter, especially when studying history? Write 2-3 sentences.

When we think about how history is typically taught, it’s often focused on memorizing names, dates, and events. But history is so much more than that, it’s about understanding why things happened, how different people experienced them, and what those events mean for us today. This kind of thinking requires us to dig deeper than surface-level facts. It’s about interpreting the past in a way that feels alive, complex, and relevant.

Historical thinking is what historians do when they analyze the past.  It’s  not  just  about  what happened but about how we know what happened. It involves four key skills that help us navigate the past critically:

Sourcing: Who created this? When, where, and why?

Contextualization: What was happening at the time this was created? How does the historical setting shape its meaning?

Corroboration: How does this source compare to others? Does it align or conflict with other evidence?

Close Reading: What does the source actually say? How is the argument structured, and what evidence supports it?

These skills are like tools in a historian’s toolbox. They help us unpack the past in a way that avoids oversimplifications and instead brings us closer to the messy, complicated truth of history.

Think about the last time you saw a debate about history on social media or in the news. Whether it was about monuments, national holidays, or how historical events are taught in schools, those debates usually boil down to the question of: ‘How do we know what’s true?’ Historical thinking enables us to approach these debates critically, evaluate sources, understand context, and see how perspectives can differ.

When we teach our students historical thinking, we give them the tools to think critically about the past and its connection to the present. We’re not just teaching them history—we’re teaching them how to analyze information, make connections, and construct well-reasoned arguments.

We’re going to dive into these skills more deeply. We’ll start by looking at a few examples of historical sources and practicing these tools. Then, we’ll talk about how to bring this into our classrooms and how to design assessments that encourage students to think like historians.

Let’s get started by reflecting on a question: Why is it important to think critically about the sources of information we encounter, especially when studying history?

Sourcing Activity

Instructions: Analyze a primary and secondary source using the principles of historical thinking.

Primary Source:

Excerpt from the Declaration of Independence (1776):

"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government…”

Source: National Archives. (1776). Declaration of Independence. Retrieved from https://www.archives.gov/founding-docs/declaration-transcript

Secondary Source:

Excerpt from a Textbook Interpretation:

“The Declaration of Independence, adopted on July 4, 1776, was a formal statement announcing the American colonies’ break from British rule. It was primarily written by Thomas Jefferson, who articulated the colonists’ philosophical justification for independence. Drawing from Enlightenment ideas, particularly those of John Locke, the document emphasized natural rights and the idea of government by consent. The declaration was both a bold assertion of sovereignty and a strategic document intended to garner international support, particularly from France.”

Source: Foner, E. (2017). Give me liberty!: An American history (5th ed.). W.W. Norton & Company.

Step-By-Step Instructions for Activity

1. File:KNILT Unit 1 Lesson 1 Chart.docxClick on the link that will bring you to a Word document with a two-column chart comparing the primary and secondary sources.

1. Fill in the chart with answers to the following:

Who wrote the document and why? What was happening at the time?

Do the sources agree or contradict each other?

What claims are made, and what evidence supports them?

Be concise and make you use evidence from the excerpt above

Reminder:

This activity is designed to help you organize your thoughts and prepare for the next part of this unit.

Turn all assignments into Google Classroom!

Lesson 2: Building Global Awareness

Do Now Question

Write a brief response (3-5 sentences) to the following question:

Think about a major historical event you’ve taught or learned about. What is one current global issue you think could be connected to that event? Briefly explain the potential link between the two.

Building Global Citizens: Encouraging Collaboration and Cultural Awareness in the Classroom

In this part of the lesson, where we will explore several strategies for integrating global issues into our history lessons. Doing so gives students the tools they need to understand the ongoing impact of historical events on our world today. These strategies will help create a classroom environment where students are learning about the past in isolation and seeing how it shapes the world they live in now. Let’s look at three strategies that will help us make these connections.

Historical Comparisons

First, historical comparisons are one of the most effective ways to connect history with contemporary global issues. This approach compares key historical events to current issues, helping students recognize patterns, continuity, and change over time.

For example, we could compare the causes and consequences of World War I with the ongoing geopolitical tensions in the Middle East. World War I fundamentally reshaped the map of Europe and the Middle East, creating new nation-states and sowing the seeds for long-term conflict. Today, many of the same tensions, particularly over borders and ethnic groups, continue to play out in the region. By comparing these events, students can better understand the long-lasting impact of historical decisions on current international relations.

Why is this important? Historical comparisons encourage students to see that history is not a static series of events but a continuous process that shapes the present. Students develop a deeper understanding of both by linking the past with current issues.

Global Case Studies

The second strategy is the use of global case studies. This involves examining specific case studies demonstrating how historical events continue to influence modern-day challenges.

A great example of this is the Cold War. Although the Cold War formally ended in the early 1990s, its legacy is still deeply felt today, particularly regarding international relations, military alliances, and economic systems. Countries that were once part of the Soviet Union, for instance, are still navigating issues related to their independence, relationships with Russia, and integration into the global economy. By analyzing the Cold War as a case study, we can draw connections between how the ideological struggle between the U.S. and the Soviet Union has shaped current conflicts and alliances.

Why use case studies? Case studies give students a detailed, nuanced look at the connections between historical events and contemporary issues. They also encourage critical thinking, as students analyze how specific historical moments influence current global dynamics.

Thematic Approaches

Finally, we can use a thematic approach to teaching history. Instead of focusing on discrete events, we can explore broad themes that are relevant both in the past and present. Themes like migration, economic systems, and human rights can help students see the interconnectedness of history and current global challenges.

For example, if we look at migration, we can trace how patterns of human movement throughout history—whether caused by war, colonization, or economic opportunity—still affect migration today. Consider the historical movements of populations in the 20th century, such as the forced migration of people due to the aftermath of World War II, and compare them to the current refugee crisis. What are the causes of these migrations? How have global systems responded, and what challenges do migrants face today?

Using thematic approaches allows us to show students that themes like economic systems or human rights violations are not confined to a single period of history, but are ongoing, global concerns. This method encourages students to recognize historical connections that transcend specific events, fostering a more comprehensive understanding of global issues.

By using historical comparisons, global case studies, and thematic approaches, we help students develop a global perspective that ties the past to the present. These strategies allow students to explore the ways history shapes the world today, creating a classroom environment where they can critically analyze how past events influence contemporary issues. In doing so, they not only learn history but also develop the critical thinking skills necessary to navigate the complexities of the modern world.

Now, let’s move into the activity, where you’ll have the chance to apply these strategies and start making connections between historical events and global issues.

Making Connections Activity

We’re going to explore how historical events connect to current global issues. This will help us understand how history shapes the world we live in today and how we can use these insights to address modern challenges. File:KNILT Unit 1- Lesson 2 Activity Handout.pdf This activity emphasizes critical thinking, research, and the ability to make meaningful connections between the past and the present. By analyzing these connections, we can see how events like the Industrial Revolution or the Cold War laid the groundwork for issues like climate change or global inequality. Understanding these links can deepen our historical perspective and inform better solutions to today’s problems.

Step-by-step Instructions

1. Choose Your Topics: You’ll each select one historical event and one global issue from the provided list. Choose topics that interest you or that align with your curriculum
2. Research and Analysis: Use the guiding questions and resources provided to explore the connections between your chosen topics. Take notes in the analysis table.
3. Record Your Findings: Complete the chart by describing the historical event and global issue, analyzing their connections, identifying lessons learned, and reflecting on how this shapes your understanding.

After completing this lesson, go to Unit 1: Reflection

Unit Reflection

Purpose of Reflection:

This reflection will help you consolidate your learning from Lesson 1 (Historical Thinking) and Lesson 2 (Connecting History with Global Issues). It encourages you to think critically about the skills and strategies you’ve developed and how they can be applied in your teaching or professional context. Unit Reflections do not have to be turned in. These are for you to reflect on each unit.

Reflection Prompts:

1. Historical Thinking Skills:

How have sourcing, contextualization, corroboration, and close reading helped you engage with historical events more deeply?

What challenges did you encounter when analyzing primary and secondary sources, and how did you address them?

1. Connecting History to Global Issues:

What insights did you gain about the relationship between historical events and current global challenges?

Were there any surprising or particularly impactful connections that stood out to you?

1. The Role of Reflection and Application:

How did reflecting on historical thinking principles enhance your ability to analyze and teach historical topics?

How might you use the strategies from Lesson 2 (e.g., historical comparisons, case studies, thematic approaches) in your teaching or professional practice?

1. Integration of Concepts:

In what ways do historical thinking and global awareness complement each other in creating meaningful, impactful history lessons?

How do these approaches help students or audiences see the relevance of history to their lives and the world today?

1. Looking Ahead:

What areas do you feel most confident about after this unit?

What skills or concepts would you like to continue developing to improve your teaching or analytical practices?

Write a response to one or more of the prompts above. Consider specific examples from your experiences in the activities to illustrate your points.

After completing Unit 1 Reflection, move on to Bringing the Past into the Present: Creating an Engaging Social Studies Assessment Course-long Project Phase 1

Go to the next unit, Unit 2: Pedagogical Approaches for Designing Effective Social Studies Assessments