Chapter 10: Concepts and Tools: History: Bells, Boats, and Budding Historians

As with all disciplines, history has particular disciplinary skills that can promote critical engagement and long-term understanding among students. “Developing historical knowledge in connection with historical investigations not only helps students remember the content better because it has meaning, but also allows students to become better thinkers” (National Council for Social Studies [NCSS], 2013, p. 45). It is misguided to assume that such skills or ways of thinking should be reserved for students in secondary grades. Just as reading comprehension is taught starting in early elementary grades to build this foundational literacy skill early on (Anderson, 2015), so should the foundational skills of learning history. Indeed, research shows success with students engaging in historical thinking as young as third grade (Kesler-Lund, 2012; Levstik & Barton, 2011; Nokes, 2011; VanSledright, 2002). So, why wait? With proper introduction and scaffolding, students can start learning history using the very skills that will make content come alive and promote critical thinking.