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By the end of this lesson, students will have an understanding of historical thinking and will be able to begin applying it in future lessons in this unit.
By the end of this lesson, students will have an understanding of historical thinking and will be able to begin applying it in future lessons in this unit.
Historical Thinking Defined
Historical Thinking Defined
To use "historical thinking" means that you consider an event in the past from many perspectives. There are many perspectives that you can consider when studying history. More experienced historians will study how small groups of people or individuals are affected by historical events. Throughout this unit, however, we will only be looking at a few main perspectives.
Global: Most people in the world should know about it or were affected by it.
National: Most people in the country where it occurred should know about it or were affected by it.
Regional: Most people in the region or who belongs to a specific group(s) should know about it or were affected by it.
Individual: Only the descendants and close relatives of the people involved need know about it or were affected by it.
Activity:
Activity:
Imagine that your parents or guardians have told you that you will all be moving to a new house in a different place that is far away. Write or type all the ways this might affect you.
Think about and write everything that comes to your mind as you consider these questions:
i) How does it affect you? how does it affect your parents or guardians? brothers or sisters?
ii) How does it affect your friends?
iii) How does it affect the people or place you are moving to? Perhaps one of your guardians is a teacher in rural communities or a doctor or runs a specialty store?
iv) Is this an example of regional, individual, national, or global importance?
Share with a family member! Ask someone in your house to also make a series of responses to the above questions.
Share with a family member! Ask someone in your house to also make a series of responses to the above questions.
Let's apply this to history:
Let's apply this to history:
Who does the 1867 Confederation affect?
Who does the 1867 Confederation affect?
Watch the video and answer the following on a piece of paper or in a separate document.
Watch the video and answer the following on a piece of paper or in a separate document.
i) Does it just change the lives of the people who signed the documents?
ii) Or does it just change the lives of people who lived in the provinces that initially signed the document?
iii) What about the provinces that did not sign the document in 1867? Were they affected?
iv) Did it negatively affect some people? Who?
v) Was it fair to everyone? Should it be fair?
vi) What about those not directly involved? i.e. those not at the meeting
vii) Who do we not see represented here?
Like a scientist, the most important question a young historian must ask is "why?". Why did past events occur this way? What resulted from those events
Like a scientist, the most important question a young historian must ask is "why?". Why did past events occur this way? What resulted from those events
Such questions then lead to more questions: "who?", "what?", "when?", and "how?".
e.g.
Why did John A. MacDonald seek Confederation?
Why did the leaders of Confederation come to an agreement?
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