When I first realized that the new New York State assessments would require knowledge of historical thinking skills four years ago, I was honestly excited. Rote memorization had never made me fulfilled as a history teacher. I’ve always preferred to teach my students to think, and I was happy that I would now be teaching them to think about history.
As a Social Studies teacher, I’m obsessed with having my students think critically about the topic of History. Still, it’s difficult to have students think critically without some background knowledge. Therefore, I’ve taken on the task of making sure that my students gain background knowledge with a variety of activities and tasks. It has been a process for me to develop those strategies. I thought I might share some of those strategies here to inspire you to think about the classroom experience for your students.
As Social Studies education has transformed in the past few years, I’ve found that I need to have my middle school students analyzing documents almost every day of the year. Simply having students read and answer questions becomes tedious and boring after a week of class. Therefore, I’ve developed quite a few strategies to “trick” my students into reading and analyzing text. Honestly, the more I’ve introduced these strategies for primary source analysis, the more I’ve seen my students engaged and involved. My classroom has become much more student centered in recent years, and that makes me really happy.