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MOVE
OVER, MEMORIZATIO
N!
Getting Your Students To Think Critically About History

Presented by: Kim Todt, University of Louisiana at Lafayette
WEBINAR GOALS
• To assist students to think critically about history
• To demonstrate some of the tools available for History
instructors
WEBINAR GOALS
• Why is Critical Thinking so important?
• More and more employers want college graduates who
they employ to have:
• Critical Thinking Skills
• Complex Problem-Solving Skills
• Written and Oral Communication Skills, and
• Applied Knowledge in Real-World Settings
• What is Critical Thinking?
• What is Critical Thinking?
• The mental process of actively and skillfully
conceptualizing,
applying,
analyzing,
synthesizing, and evaluating information to reach
an answer or conclusion
The Basics
What Tools Are Available in a History Course?
• The History Textbook
• Assignments that Encouraging Student Engagement
• Using Primary Sources
• Technology
The History Textbook
CengageBrain’s MindTap
• A People and a Nation by Norton,
Sheriff, Blight, et al.
• Full and Brief Editions
• e-textbook – students engagement
with technology
• Assists with assessment
• Chapter activities and quizzes
Student Engagement
• The Investigative Student Historian
• Gives students the opportunity to engage with original,
contemporary, and historical works
• Students see their role as ―history detectives‖ as fun

• The Introduction of Who, What, Where, When, Why, and
How?
• Instructor-led exercise in class

• Group/Pairs exercise in class
• Group/Pairs exercise outside of class
• Use student’s new investigative skills for assessment
purposes both within CengageBrain’s MindTap activities
What’s the Main Point?
• Not always easy to spot
• After addressing the basics (who, what, where, etc.)
examine the same document with further questions
What’s the Main Point?
For a document:
 Look at the beginning
 Look at the end

 Look at the middle
 Look for words that urge a position
 Look for causation or conclusion words

 Look for words that express priorities
What’s the Main Point?
‖An evening or two after Robert's burial, I was leaning on the hatchway near the forecastle, full of desponding thoughts, when a
sailor in a kind voice asked me why I was so down-hearted. The tone and manner of the man assured me, and I answered,
because I was a freeman, and had been kidnapped. He remarked. that it was enough to make any one down-hearted, and
continued to interrogate me until he learned the particulars of my whole history. He was evidently much interested in my behalf,
and, in the blunt speech of a sailor, swore he would aid me all he could, if it "split his timbers." I requested him to furnish me
pen, ink and paper, in order that I might write to some of my friends. He promised to obtain them—but how I could use them

undiscovered was a difficulty. If I could only get into the forecastle while his watch was off, and the other sailors asleep, the
thing could be accomplished. The small boat instantly occurred to me. He thought we were not far from the Balize, at the mouth
of the Mississippi, and it was necessary that the letter be written soon, or the opportunity would be lost. Accordingly, by
arrangement, I managed the next night to secret myself again under the long-boat. His watch was off at twelve. I saw him pass
into the forecastle, and in about an hour followed him. He was nodding over a table, half asleep, on which a sickly light was
flickering, and on which also was a pen and sheet of paper. As I entered he aroused, beckoned me to a seat beside him, and
pointed to the paper. I directed the letter to Henry B. Northup, of Sandy Hill—stating that I had been kidnapped, was then on
board the brig Orleans, bound for New-Orleans; that it was then impossible for me to conjecture my ultimate destination, and
requesting he would take measures to rescue me. The letter was sealed and directed, and Manning, having read it, promised
to deposit it in the New-Orleans post-office. I hastened back to my place under the long-boat, and in the morning, as the slaves
came up and were walking round, crept out unnoticed and mingled with them.‖
From Twelve Years a Slave: Narrative of Solomon Northup
What’s the Main Point?
‖An evening or two after Robert's burial, I was leaning on the hatchway near the forecastle, full of desponding thoughts, when a
sailor in a kind voice asked me why I was so down-hearted. The tone and manner of the man assured me, and I answered,
because I was a freeman, and had been kidnapped. He remarked. that it was enough to make any one down-hearted, and
continued to interrogate me until he learned the particulars of my whole history. He was evidently much interested in my behalf,
and, in the blunt speech of a sailor, swore he would aid me all he could, if it "split his timbers." I requested him to furnish me
pen, ink and paper, in order that I might write to some of my friends. He promised to obtain them—but how I could use them

undiscovered was a difficulty. If I could only get into the forecastle while his watch was off, and the other sailors asleep, the
thing could be accomplished. The small boat instantly occurred to me. He thought we were not far from the Balize, at the mouth
of the Mississippi, and it was necessary that the letter be written soon, or the opportunity would be lost. Accordingly, by
arrangement, I managed the next night to secret myself again under the long-boat. His watch was off at twelve. I saw him pass
into the forecastle, and in about an hour followed him. He was nodding over a table, half asleep, on which a sickly light was
flickering, and on which also was a pen and sheet of paper. As I entered he aroused, beckoned me to a seat beside him, and
pointed to the paper. I directed the letter to Henry B. Northup, of Sandy Hill—stating that I had been kidnapped, was then on
board the brig Orleans, bound for New-Orleans; that it was then impossible for me to conjecture my ultimate destination, and
requesting he would take measures to rescue me. The letter was sealed and directed, and Manning, having read it, promised
to deposit it in the New-Orleans post-office. I hastened back to my place under the long-boat, and in the morning, as the slaves
came up and were walking round, crept out unnoticed and mingled with them.‖
From Twelve Years a Slave: Narrative of Solomon Northup
What’s the Main Point?
For an image
 What’s the largest object in the
image?
 What did the creator put in the
center?
 What is on the periphery or in the
background?

 Where does your eye wander?
 Do you have a reaction to any
objects or persons in the image?
What’s the Main Point?
To conclude the exercise, ask students
 The main thing the author or artist is trying to say is….
 Two less important points are….
Identifying Underlying
Assumptions
• Main Points
• Audience
• Values
• Standards
• Biases
• Omissions
Identifying Underlying
Assumptions
• To conclude the exercise, ask students
• The author’s most important values seem to be…
• The author might be biased about…
Identifying Point of View
• What is the author’s conceptual framework, or point of
view?
• Allows you to put the document or image in context
• Go back and look at identified audience and purpose of
the document or image. Look at the main points and
assumptions from Steps 2 and 3. What do they have in
common?
Identifying Point of View
• Is there any jargon or key vocabulary?
• What authorities does the author appeal to?
• Pairs of issues identification:
• Freedom vs. Authority
• Local/Regional vs. National
• Personal Liberty vs. Public Order
Identifying Point of View
• Can students label an author’s point of view using labels
appropriate for the time period?
• For example:
• Reactionary

• Progressive
• Patriot
• Feminist
• Conservative
• Etc.
Reasoning
• Most documents or images try to make a point or reach a
conclusion by offering reasons
Reasoning
• Questions to Consider:
• What is the author’s most important point, central
proposition, or main conclusion – what prompted the
author to create the text or image?

 What reasons does the author give to persuade you that
you should agree with it?
Reasoning
• Examining the clarity of the author’s argument
• Definition of terms
• Precision

• Logical consistency
• Relevance
Evaluating Evidence
• The evidence offered to the reader should answer the
question, ―How do you know?‖
• Types of Evidence:
• Personal Experiences

• Appeal to the Experiences of Others
Assessing Completeness
• Most important issues have more than two sides
• A matter of judgment about what an author includes in a
document and what he/she leaves out
• Depth and breadth of argument
Assessing Completeness
• To assess completeness ask yourself the following
questions:
• Are there any omissions?
• Is the issue simplified or does the author address the
complexities?
• Are other points of view taken into account?
Critical Thinking in the
Classroom
Here is some of what I do in my classrooms:
• Have students play roles, e.g., Facebook
• Use charts and graphics, e.g., digitizing history
• Assign questions for students to answer about their
reading
• Have students paraphrase a document’s argument in their
own words
• Have students write dialogues about an issue, e.g.,
Privateer and a ―Golden Age‖ pirate
• Let students see primary sources from my own work
Critical Thinking in the
Classroom
• During discussions….
 Ask General Clarification Questions
 Ask Main Point Questions

 Ask Reason-Seeking Questions
 Ask Questions Seeking Relevance Between Reasons
and Conclusions
 Ask Questions Seeking Clarification of Meaning
Critical Thinking in the
Classroom
• Structuring Assignments
• Explain how…?
• How do you know that…?

• What are the strengths and weaknesses of…
• What does…mean?
• What would be the opposite point of view of…?

• Why do you think that…?
• Why is…important?
Move Over, Memorization!
This concludes my presentation…..
Thank you for attending this Webinar.

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Cultivating Critical Thinking in History Classrooms - Cengage Learning Webinar by Kim Todt

  • 1. MOVE OVER, MEMORIZATIO N! Getting Your Students To Think Critically About History Presented by: Kim Todt, University of Louisiana at Lafayette
  • 2. WEBINAR GOALS • To assist students to think critically about history • To demonstrate some of the tools available for History instructors
  • 3. WEBINAR GOALS • Why is Critical Thinking so important? • More and more employers want college graduates who they employ to have: • Critical Thinking Skills • Complex Problem-Solving Skills • Written and Oral Communication Skills, and • Applied Knowledge in Real-World Settings
  • 4. • What is Critical Thinking?
  • 5. • What is Critical Thinking? • The mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion
  • 6. The Basics What Tools Are Available in a History Course? • The History Textbook • Assignments that Encouraging Student Engagement • Using Primary Sources • Technology
  • 7. The History Textbook CengageBrain’s MindTap • A People and a Nation by Norton, Sheriff, Blight, et al. • Full and Brief Editions • e-textbook – students engagement with technology • Assists with assessment • Chapter activities and quizzes
  • 8. Student Engagement • The Investigative Student Historian • Gives students the opportunity to engage with original, contemporary, and historical works • Students see their role as ―history detectives‖ as fun • The Introduction of Who, What, Where, When, Why, and How? • Instructor-led exercise in class • Group/Pairs exercise in class • Group/Pairs exercise outside of class • Use student’s new investigative skills for assessment purposes both within CengageBrain’s MindTap activities
  • 9. What’s the Main Point? • Not always easy to spot • After addressing the basics (who, what, where, etc.) examine the same document with further questions
  • 10. What’s the Main Point? For a document:  Look at the beginning  Look at the end  Look at the middle  Look for words that urge a position  Look for causation or conclusion words  Look for words that express priorities
  • 11. What’s the Main Point? ‖An evening or two after Robert's burial, I was leaning on the hatchway near the forecastle, full of desponding thoughts, when a sailor in a kind voice asked me why I was so down-hearted. The tone and manner of the man assured me, and I answered, because I was a freeman, and had been kidnapped. He remarked. that it was enough to make any one down-hearted, and continued to interrogate me until he learned the particulars of my whole history. He was evidently much interested in my behalf, and, in the blunt speech of a sailor, swore he would aid me all he could, if it "split his timbers." I requested him to furnish me pen, ink and paper, in order that I might write to some of my friends. He promised to obtain them—but how I could use them undiscovered was a difficulty. If I could only get into the forecastle while his watch was off, and the other sailors asleep, the thing could be accomplished. The small boat instantly occurred to me. He thought we were not far from the Balize, at the mouth of the Mississippi, and it was necessary that the letter be written soon, or the opportunity would be lost. Accordingly, by arrangement, I managed the next night to secret myself again under the long-boat. His watch was off at twelve. I saw him pass into the forecastle, and in about an hour followed him. He was nodding over a table, half asleep, on which a sickly light was flickering, and on which also was a pen and sheet of paper. As I entered he aroused, beckoned me to a seat beside him, and pointed to the paper. I directed the letter to Henry B. Northup, of Sandy Hill—stating that I had been kidnapped, was then on board the brig Orleans, bound for New-Orleans; that it was then impossible for me to conjecture my ultimate destination, and requesting he would take measures to rescue me. The letter was sealed and directed, and Manning, having read it, promised to deposit it in the New-Orleans post-office. I hastened back to my place under the long-boat, and in the morning, as the slaves came up and were walking round, crept out unnoticed and mingled with them.‖ From Twelve Years a Slave: Narrative of Solomon Northup
  • 12. What’s the Main Point? ‖An evening or two after Robert's burial, I was leaning on the hatchway near the forecastle, full of desponding thoughts, when a sailor in a kind voice asked me why I was so down-hearted. The tone and manner of the man assured me, and I answered, because I was a freeman, and had been kidnapped. He remarked. that it was enough to make any one down-hearted, and continued to interrogate me until he learned the particulars of my whole history. He was evidently much interested in my behalf, and, in the blunt speech of a sailor, swore he would aid me all he could, if it "split his timbers." I requested him to furnish me pen, ink and paper, in order that I might write to some of my friends. He promised to obtain them—but how I could use them undiscovered was a difficulty. If I could only get into the forecastle while his watch was off, and the other sailors asleep, the thing could be accomplished. The small boat instantly occurred to me. He thought we were not far from the Balize, at the mouth of the Mississippi, and it was necessary that the letter be written soon, or the opportunity would be lost. Accordingly, by arrangement, I managed the next night to secret myself again under the long-boat. His watch was off at twelve. I saw him pass into the forecastle, and in about an hour followed him. He was nodding over a table, half asleep, on which a sickly light was flickering, and on which also was a pen and sheet of paper. As I entered he aroused, beckoned me to a seat beside him, and pointed to the paper. I directed the letter to Henry B. Northup, of Sandy Hill—stating that I had been kidnapped, was then on board the brig Orleans, bound for New-Orleans; that it was then impossible for me to conjecture my ultimate destination, and requesting he would take measures to rescue me. The letter was sealed and directed, and Manning, having read it, promised to deposit it in the New-Orleans post-office. I hastened back to my place under the long-boat, and in the morning, as the slaves came up and were walking round, crept out unnoticed and mingled with them.‖ From Twelve Years a Slave: Narrative of Solomon Northup
  • 13. What’s the Main Point? For an image  What’s the largest object in the image?  What did the creator put in the center?  What is on the periphery or in the background?  Where does your eye wander?  Do you have a reaction to any objects or persons in the image?
  • 14. What’s the Main Point? To conclude the exercise, ask students  The main thing the author or artist is trying to say is….  Two less important points are….
  • 15. Identifying Underlying Assumptions • Main Points • Audience • Values • Standards • Biases • Omissions
  • 16. Identifying Underlying Assumptions • To conclude the exercise, ask students • The author’s most important values seem to be… • The author might be biased about…
  • 17. Identifying Point of View • What is the author’s conceptual framework, or point of view? • Allows you to put the document or image in context • Go back and look at identified audience and purpose of the document or image. Look at the main points and assumptions from Steps 2 and 3. What do they have in common?
  • 18. Identifying Point of View • Is there any jargon or key vocabulary? • What authorities does the author appeal to? • Pairs of issues identification: • Freedom vs. Authority • Local/Regional vs. National • Personal Liberty vs. Public Order
  • 19. Identifying Point of View • Can students label an author’s point of view using labels appropriate for the time period? • For example: • Reactionary • Progressive • Patriot • Feminist • Conservative • Etc.
  • 20. Reasoning • Most documents or images try to make a point or reach a conclusion by offering reasons
  • 21. Reasoning • Questions to Consider: • What is the author’s most important point, central proposition, or main conclusion – what prompted the author to create the text or image?  What reasons does the author give to persuade you that you should agree with it?
  • 22. Reasoning • Examining the clarity of the author’s argument • Definition of terms • Precision • Logical consistency • Relevance
  • 23. Evaluating Evidence • The evidence offered to the reader should answer the question, ―How do you know?‖ • Types of Evidence: • Personal Experiences • Appeal to the Experiences of Others
  • 24. Assessing Completeness • Most important issues have more than two sides • A matter of judgment about what an author includes in a document and what he/she leaves out • Depth and breadth of argument
  • 25. Assessing Completeness • To assess completeness ask yourself the following questions: • Are there any omissions? • Is the issue simplified or does the author address the complexities? • Are other points of view taken into account?
  • 26. Critical Thinking in the Classroom Here is some of what I do in my classrooms: • Have students play roles, e.g., Facebook • Use charts and graphics, e.g., digitizing history • Assign questions for students to answer about their reading • Have students paraphrase a document’s argument in their own words • Have students write dialogues about an issue, e.g., Privateer and a ―Golden Age‖ pirate • Let students see primary sources from my own work
  • 27. Critical Thinking in the Classroom • During discussions….  Ask General Clarification Questions  Ask Main Point Questions  Ask Reason-Seeking Questions  Ask Questions Seeking Relevance Between Reasons and Conclusions  Ask Questions Seeking Clarification of Meaning
  • 28. Critical Thinking in the Classroom • Structuring Assignments • Explain how…? • How do you know that…? • What are the strengths and weaknesses of… • What does…mean? • What would be the opposite point of view of…? • Why do you think that…? • Why is…important?
  • 29. Move Over, Memorization! This concludes my presentation….. Thank you for attending this Webinar.

Notes de l'éditeur

  1. Let everyone know what courses you teach, and your professional/educational background if you would like.