• Ms. Korpai

    Global History & Geography I



  • old book

    How do historians determine what happened in the past?

    To interpret the past, historians use analytical techniques, such as corroboration, contextualization, and sourcing, as they weigh the perspectives and motives of historical figures.



    Historical thinking
    The act of thinking like a historian by utilizing historical thinking skills such as sourcing, contextualizing, corroborating, and close reading.

    Close reading
    A historical reading skill that prompts students to evaluate language and evidence throughout a document to support the author's claim.

    A historical reading skill that requires that students use background knowledge to infer the meaning of the document and the setting

    A historical reading skill that requires students to identify the author and the author's purpose. Students employ this skill before they read a document to determine if the source is trustworthy and believable.

    A historical reading skill that entails a comparison and contrast of the documents with other sources to establish its accuracy and validity.

     Primary source
    descriptions or pictures of an event by someone who actually saw or lived through that event (diary or journal entry; photo)

     Secondary source
    comes from people who were not present at an event (textbook, encyclopedia)

    order of dates in which events happen

    the careful collection of information

     Point of view/Perspective
    a personal attitude about people or life

    an unreasoned, emotional judgment about people or events

    What is the CRQ?

    Constructed Response Questions (CRQs) are open ended, short answer questions that measure historical thinking skills as well as content knowledge. CRQ's use a range of primary and secondary sources including time lines, maps, graphs, cartoons, charts, and short readings to test a students ability to draw inferences and analyze documents. Constructed response questions are based on a given document and include a series of questions which build from simple to complex.

    • First question: Requires the student to determine the historical or geographic circumstances.

                     ex:Describe the historical circumstances that led to this event/idea/historical development.

    • Second question: Emphasis on sourcing the stimulus.

                       ex: What is the author’s point of view/purpose/audience?  To what extent is this bias?

    • Third question: Explanation of the relationship between the first and second documents.

                       Ex: Explain the cause and effect relationship;similarity or difference or turning point