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Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.
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Design a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understanding the underlying reasoning.
中文简介正在准备中。当前显示原文说明。
Design a teacher think-aloud that models historical thinking strategies with a specific document. Use when planning explicit strategy instruction or when students follow a protocol without understanding the underlying reasoning.
中文简介正在准备中。当前显示原文说明。
Design formative assessments that make students' historical thinking visible — revealing whether they source, close-read, contextualise, and corroborate. Use when assessing historical thinking skills or planning a diagnostic.
中文简介正在准备中。当前显示原文说明。
Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.
中文简介正在准备中。当前显示原文说明。
Evaluate a teacher-drafted central historical question for its capacity to drive genuine historical inquiry. Use when assessing whether a question will generate real evidence-weighing or produce shallow responses.
中文简介正在准备中。当前显示原文说明。
Adapt a historical primary source for classroom use — modifying complexity and length while preserving features for sourcing, close reading, and corroboration. Use when a primary source is too complex for the target age group.
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Design a document set for a document-based lesson — selecting and sequencing sources for analytical tension around a central question. Use when assembling sources for a new lesson or when an existing set produces flat responses.
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Design a complete document-based history lesson using the Reading Like a Historian four-part structure. Use when planning a primary source inquiry lesson or converting a textbook lesson into document-based investigation.
中文简介正在准备中。当前显示原文说明。
Build students' capacity to compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rather than partial perspectives.
中文简介正在准备中。当前显示原文说明。
Build students' capacity to place historical documents in their temporal and social context. Use when students read sources without considering what was happening at the time, or know the context but don't deploy it.
中文简介正在准备中。当前显示原文说明。
Build students' capacity to read historical documents closely — attending to word choice, tone, and rhetoric as evidence of perspective. Use when students summarise sources without analysing language.
中文简介正在准备中。当前显示原文说明。
Build students' capacity to interrogate a historical source before reading — asking who authored it, when, why, and what this means for reliability. Use when students read documents without attending to authorship.
中文简介正在准备中。当前显示原文说明。
Design structured perspective-taking activities with anti-projection guardrails. Develops genuine understanding of complexity across history, social sciences, and literature — not performed empathy.
中文简介正在准备中。当前显示原文说明。
Build students' capacity to interrogate a historical source before reading — asking who authored it, when, why, and what this means for reliability. Use when students read documents without attending to authorship.
中文简介正在准备中。当前显示原文说明。
Adapt a historical primary source for classroom use — modifying complexity and length while preserving features for sourcing, close reading, and corroboration. Use when a primary source is too complex for the target age group.
中文简介正在准备中。当前显示原文说明。
Design a document set for a document-based lesson — selecting and sequencing sources for analytical tension around a central question. Use when assembling sources for a new lesson or when an existing set produces flat responses.
中文简介正在准备中。当前显示原文说明。
Design a complete document-based history lesson using the Reading Like a Historian four-part structure. Use when planning a primary source inquiry lesson or converting a textbook lesson into document-based investigation.
中文简介正在准备中。当前显示原文说明。
Build students' capacity to read historical documents closely — attending to word choice, tone, and rhetoric as evidence of perspective. Use when students summarise sources without analysing language.
中文简介正在准备中。当前显示原文说明。
Evaluate a teacher-drafted central historical question for its capacity to drive genuine historical inquiry. Use when assessing whether a question will generate real evidence-weighing or produce shallow responses.
中文简介正在准备中。当前显示原文说明。
Build students' capacity to place historical documents in their temporal and social context. Use when students read sources without considering what was happening at the time, or know the context but don't deploy it.
中文简介正在准备中。当前显示原文说明。
Build students' capacity to compare accounts across multiple historical sources — identifying agreements, contradictions, and gaps. Use when students treat individual documents as complete answers rather than partial perspectives.
中文简介正在准备中。当前显示原文说明。