How can we teach students to read, write, and think like historians?: addressing History Standard Three in secondary social studies

Abstract

The Delaware social studies standards articulate challenging goals for students. History Standard Three asks students to evaluate competing historical interpretations and determine the factors that lead to differing conclusions. This standard reflects the constructed and contested nature of the discipline of history. Historical interpretation can be difficult to teach and has been unevenly implemented. The goal of this project is to recommend ways to improve the teaching of History Standard Three in Delaware secondary social studies classes. Surveys and interviews revealed misconceptions that teachers have about the standard. A curriculum review suggested a lack of appropriate teaching resources. Recommendations include additions to the standards clarification document, suggestions for professional development, and practical modifications to existing curriculum.