RMartinello's picture

I am currently the History/Geography head at St. Benedict Catholic Secondary School in Cambridge, Ontario. I teach History, Law and Civics. I am in my 26th year of teaching.

Using Simulations and Inquiry - The Nuremburg Trials

Ronald Martinello
26 Feb, 2014

As with James and Michael, this will be my last blog for the Historical Thinking Project. I have enjoyed reading the other blogs and the interesting approaches to teaching historical concepts. I am amazed by the thoughtful creativity I have seen and am encouraged by the directions that our practices our teaching has taken us. With that, I leave you with one last lesson.

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JMiles's picture

James Miles teaches Social Studies, I.B. History, and Social Justice 12 at West Vancouver Secondary School, where he has taught for six years.

Historical Wrongs and Political Wins

James Miles
24 Feb, 2014

In this, my final blog post for the Historical Thinking Project, I hope to continue the conversation from my last post around the politics of the history curriculum. In this case, I am concerned with how students make sense of politicians’ attempts to redress historical injustices. More specifically, I have questions about how students consider the potential causes and consequences of politicians engaging in the ethical dimension of the past.

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MHarcourt's picture

I teach in a large, co-educational, urban high school in downtown Wellington, New Zealand.

Stolpersteine: Stumbling over the past

Michael Harcourt
22 Feb, 2014

This will be my last blog for the Historical Thinking Project. Over the last year I have reflected and blogged about teaching that I have done, rather than what I would like to do. This post breaks that rule, which is why I have left it until now.

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MHarcourt's picture

I teach in a large, co-educational, urban high school in downtown Wellington, New Zealand.

Jump starting historical thinking with Jenga

Michael Harcourt
5 Feb, 2014

This is a fun and engaging  2-3 lesson task I have developed  to start the year and introduce students to the kind of thinking they will need to do to be successful in history. It is an especially effective way to gain valuable diagnostic data on the complexity of students’ historical thinking. It can also help students who are new to the subject gain an understanding of the discipline.

Step 1: Give students two minutes or so to respond to each of these questions or statements silently on a piece of paper:

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JMiles's picture

James Miles teaches Social Studies, I.B. History, and Social Justice 12 at West Vancouver Secondary School, where he has taught for six years.

Questioning Commemoration in the Classroom

James Miles
31 Jan, 2014

With 2014 barely a month old, it feels as if there has been an extraordinary amount of media attention on the past. Politicians and journalists are falling over each other to commemorate, condemn, comment on, and celebrate the various historical anniversaries that are occurring this year (and to question how they are taught in schools). The First World War centenary in particular has provoked extensive debate both here in Canada and around the world.

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What is a Benchmark?

<p>John W. Hartman Center for Sales, Advertising &amp; Marketing History,<br />Duke University Rare Book, Manuscript, and Special Collections</p>

A surveyor cut a "benchmark" into a stone or a wall when measuring the altitude and/or level of a tract of land. A bracket called a "bench" was secured in the cut to mount the surveying equipment, and all subsequent measurements were made in reference to the position and height of that mark.

The term "benchmark" was first used around 1842 to refer to a standard of quality by which achievement may be measured.

The foundation documents available through the Benchmarks site attempt to help teachers establish standards for assessing student learning of the modes of thought that constitute historical thinking.

John W. Hartman Center for Sales, Advertising & Marketing History,
Duke University Rare Book, Manuscript, and Special Collections