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I liked the Reading Like a Historian lessons from the Digital Inquiry Group. They’re super helpful because they show students how to think like historians instead of just memorizing facts. I like that the focus is on inquiry, analysis, and using multiple sources. The lessons are ready to go, easy to adapt, and there are Spanish versions too, which is great for supporting all learners. I can definitely see myself using these to help my students build critical thinking and literacy skills at the same time.

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This chart is helpful in helping students develop better reading comprehension, for example, by helping students to decode or understand the author's intention, tone, or stance by using inferences in the text.

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I like the chart because it helps students organize the questions they should keep in mind as they read and evaluate a source.

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I like this approach as it promotes integration of literacy and history and

Deepens critical thinking

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I like the Digital Literacy Lessons -Teaching students about civic online reasoning across curriculum.

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Students can use this chart as reference guides when analyzing documents, helping them ask the right questions about sources, context, and reliability. When writing essays, the framework provides structure for developing arguments and incorporating evidence effectively.

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I went to inquirygroup.org and choose the reading titles “Moctezuma’s Zoo” in Spanish. I think this recourse would be valuable to students when introducing the loss of the Aztec Empire and the various elements that existed prior to the arrival of the Spaniards. This would be of value because the lesson plan is in Spanish and has multiple questions that would provide the students the opportunity to discover and reflect on the many resource the Aztec Empire had. 

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I like the "Reading Like a Historian" lessons. I wonder if they have any documents that can help with cross-curricular lessons.

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History is actually based on reading selections of data en development of cicilizations.

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History is actually based on reading selections of data en development of cicilizations.

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I like that the Beyond the Bubble Assessments are short document-based activities which include a rubric. I am interested in seeing which kinds of documents are included in these activities.

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I would like to use the translated version into Spanish for my students. Even though some students may not understand the English language, they can still have access to the lesson.

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This chart is helpful for students to be able to organize their thinking process and comprehension strategies. For example, guiding questions for students during close reading.

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Students are encouraged to not just memorize random facts and information that has no critical thinking purpose. Instead, students are given a specific question that they are trying to answer to better understand history. In order to answer this question, they must read the text and make clear, coherent arguments with specific reasoning to make a claim. This gives students a clear goal and purpose behind memorization and getting a good grade.

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The DIG lessons are great because they focus more on helping students think like historians instead of just memorizing facts. They could really help students students who are still working on building their reading stamina. It keeps them engaged and thinking critically without getting bogged down with memorizing facts. .

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HISTORY IS LEARNED THROUGH READING ANALYSIS OF DIFFERENT ERAS AND DEVELOPMENT OF PAST CIVILIZATIONS.

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I believe the chart has valuable information and can be applied not only in history, but any reading. For example, questioning the author's background, motives for the writing, distinguishing between facts and opinions, propaganda, ideological opinions, who funded the author, etc. If students can discern this type of reading, we will have a better country.

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This is a digital resource for students that can be used at home and as well as in the classroom for reference.

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I use this resource a lot since it has students view primary and secondary sources. It has them compare and contrast the documents. I appreciate the emphasis on reading and writing skills in these lessons.

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The Historical Thinking Chart is a great and useful tool for students. It provides guiding questions and prompts, helping students with organizing their thoughts and questions.

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I like the Reading Like a Historian lessons to help students increase their problem solving skills. The open ended questions also helps their collaboration skills.

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Resources in DIG will be helpful in my Spanish classes because they are available in Spanish and regarding topics we cover in class.

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Ive used many of these lessons. They are very adaptable. I've used lessons that are made for World History in my Government classes / AP Government. Great lessons

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A historical thinking chart helps students analyze history more deeply by focusing on concepts like cause and effect, continuity and change, and historical significance. It guides them to think critically rather than just memorize facts. The chart also supports understanding multiple perspectives and encourages the use of evidence from sources. It helps organize thoughts for writing and discussion. Overall, it builds important skills for interpreting and understanding the past.

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I cannot teach ELA without incorporating social studies/history. The resources are helpful for their information/topics covered and for the emphasis on close reading.

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short document based and easy to use rubrics such as Beyond the Bubble challenges students critical thinking skills and makes learning history-social science personable and enjoyable, not abstract and unrelatable.

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As a department, we have been using the Historical Thinking Chart to model and develop our yearly assessments (highlighting the skills we want our students to master by the end of every year). Similarly, we use the History Lessons from the DIQ to promote historical thinking skills such as sourcing, close reading, contextualization, and corroboration. All skills that can be used interdisciplinary.

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You can use this skills in the music setting by finding the connections

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The historical thinking chart is concise, yet, complete as it gives the students and us many ways to interact with the texts we read. I don't know the lessons but will use them when I have the opportunity.

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Students are more willing to be engaged when the literature is integrated with historical facts and the subject is of interest to them and presented in student friendly form. My more academically proficient students often begin by reading the historical material and the entire class discusses the material and all benefit.

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The inquiry group readings are really helpful and I like that it provides primary and secondary sources. This allows students to compare and contrast the reading and it's very adaptable.

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I like the Historical Reading Chart specifically starting with the sourcing skills.  It helps students look at where the information comes from and if the source is credible.

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The Historical Thinking Chart looks good to me. Tweak it a little and convert it to a Literature Thinking Chart. Student are prompted to consider a text from multiple angles.

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I like that Beyond the Bubble has easy to use rubrics that measure students' historical thinking.

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With the Digital Inquiry Group I can see how this helps students build digital literacy, critical thinking, and research skills through collaborative exploration of online information.

It helps students promote questioning sources, identifying bias, and presenting findings effectively. This method encourages deeper learning, teamwork, and real-world communication across subjects, preparing students for responsible digital engagement.

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Our department has been centering our curriculum around historical literacy and reading skills for the last few years to provide the foundation for students to access historical thinking skills. I want to note that there is a difference between historical thinking and historical literacy. This is somewhat unclear in the PD slides, as the terms seem to be used interchangeably. The historical thinking chart highlights historical literacy skills and questions, not historical thinking. Historical literacy is sourcing, contextualization, corroboration, and close reading. In contrast, historical thinking skills are cause and effect, comparison, historiography, change and continuity, historical significance, historical perspectives, and periodization. Students must be proficient in using historical literacy skills to engage with historical thinking skills.

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This sounds like a great toll to scaffold and find more primary sources for my curriculum. As someone who is already believes in this type of teaching is nice to see support that is accessible.

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I like that the historical thinking chart encourages students to improve their inquiry and collaboration skills so that they can critically analyze text and information, and communicate their ideas to their classmates and group members.

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Digital Inquiry Group has awesome lessons and most of their lessons are also translated for EL students. They are a great source.

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Historical Literacy Vs. Historical Thinking (there's a difference)

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Historical Literacy Vs. Historical Thinking (there's a difference)

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To differentiate, historical literacy encompasses sourcing, close reading, contextualization, and corroboration—skills that are fundamental for developing students' critical consciousness and ability to question dominant narratives. When students are proficient in these skills, they learn to analyze the creators of sources, examine language for bias, understand complex social forces, and seek multiple perspectives rather than accepting single accounts.

Suppose students are not proficient in these skills. In that case, it will be challenging to engage in meaningful "historical thinking skills," and they will lack the critical tools necessary to navigate information critically in both academic and civic contexts. Nonetheless, our Fremont Social Studies Department has developed a framework to systematically enhance our students' literacy skills, with a focus on critical consciousness. Click the link to see some of our lessons: https://docs.google.com/document/d/1mGRPuCOhh4CaxgQx52jvuAY25TGY97c0DOesXZrT9Ss/edit?usp=sharing

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This is how we roll in the SOCIAL STUDIES department!!

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This is how we roll in the SOCIAL STUDIES department!!

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Ms. Arroyo - I can't choose one. We have taken these and evolved them for Fremont students in our department. If students can't read, they can't be knowledge creators and historians.