Historical Thinking Skills Overview
Argument Development
Analyzing Historical Evidence
The DBQs in our curriculum are centered on four Historical Thinking Skills: Causation, Comparison, Contextualization, and Continuity and Change over Time. While all DBQs highlight the foundational writing skills of argument development and analyzing textual evidence, we believe that these four historical skills deserve focused attention.
When students learn these four C's, they are not only better equipped to interpret the past, but to interpret our present. Historical Thinking Skills Overview
Argument Development
Analyzing Historical Evidence
Arguments do not just appear, they are developed. Being equipped to develop an argument in light of the analysis of evidence promotes good citizenship, both in and out of the classroom. Students who can develop and articulate their arguments and opinions will be more intrigued to understand the arguments and opinions of others. Historical Thinking Skills Overview
Argument Development
Analyzing Historical Evidence
The story of the past is marked by use of evidence. When evidence is properly analyzed, a clear story can be told. Students who analyze evidence from the past are more equipped to analyze evidence in the present. Then, picking up on bias becomes inherent, credibility can be assessed, and usefulness can be quantified. Historical Thinking
Skills
Causation
Comparison
Contextualization
Continuity and Change over Time
Life is complicated, and understanding that nothing has a singular cause reveals that. Students who can identify causes can identify solutions. Teaching causation in the history classroom is imperative for this skill to develop throughout students’ lives. This way, they can correctly identify the causes of their own historical moment and how to best improve it.
Causation
Comparison
Contextualization
Continuity and Change over Time
If our students are equipped to compare similarities and differences, they will be much stronger in assessing their communities around them—both local and global. Furthermore, the historical thinking skill of comparison breeds empathy by not simply showing how things are different, but what they have in common. This skill is necessary in any civic environment. Causation
Comparison
Contextualization
Continuity and Change over Time
Nothing happens in a vacuum. To understand any person, place, or event, one must understand what surrounds them—the context. The more that students see context as vital to understanding the past, the more equipped they are to understanding the context of the present. Learning to look for context helps students become empathetic listeners, seeking to gather more relevant information before jumping to conclusions. Causation
Comparison
Contextualization
Continuity and Change over Time
To best understand history, it may be helpful to see the past as many histories. That is, there is not one simple story to describe the past. Rather, the past is filled with changes. Of course, even within the many changes that have taken place, there remain some continuities. Thus, recognizing patterns and trends, and where those patterns and trends end, is a key skill in civic and social life.
Our Curated Research Papers are aligned to the Common Core, influenced by content standards, and written with AP courses in mind.
Aligned to the Common Core
In order to best serve students in all of their courses, we align our CRP rubrics to the Common Core. This way, students are better prepared for the writing requirements of all classes as well as the demands of high-stakes testing.
Influenced by Teacher's scope and sequence
Teachers' scope and sequences have guided which topics are covered in our CRPs so that Thinking Nation can be efficiently integrated into what teachers are already doing.
Aligned to AP Courses
Both the content and skills of our CRPs are put together with AP courses in mind. More students are equipped for the rigors of Advanced Placement with an earlier introduction to the types of thinking and writing AP courses demand.