(Published on 11 April 2013)

Historical Thinking Bloggers Selected

After wading through the many submissions we received for The Historical Thinking Project Blog Contest, we are very pleased to announce the addition of the following four writers who will be contributing to our Blog. We know that they will be addressing many of the issues that educators and administrators face when integrating historical thinking into classroom lessons, materials, and program plans.

Congratulations to these new contributors, and we look forward to reading their blog entries.

Geneviève Goulet

Geneviève has been a high-school teacher for the past 12 years.She teaches History and Civics at Horizon Jeunesse in Laval (Quebec).Her history course focuses on Quebec and Canada and is intended for Secondary 3th and 4th (15-16 years old).She is completing a Master’s degree in Education à the Université du Québec en Outaouais.Her research focuses particularly on the development of historical thinking in high school students.Geneviève is also contributing material to ERPI’s history activity books.

Michael Harcourt

Michael teaches in a large, co-educational, urban high school in downtown Wellington (New Zealand). He is heavily involved in the history teaching community at local and national levels and recently co-edited a book on developing New Zealand students’ historical thinking. He is particularly interested in applying a geographic dimension to his history lessons. He is also very interested in indigenous ways of knowing the past and the implications of these himself personally; a descendent of Wellington’s first European settlers who arrived in 1840.

Ronald Martinello

Ron is the History/Geography head at St. Benedict Catholic Secondary School in Cambridge (Ontario). He teaches History, Law and Civics and is in his 25th year of teaching.

James Miles

James Miles teaches Social Studies, I.B. History, and Social Justice 12 at West Vancouver Secondary School (British Columbia), where he has taught for six years. He recently completed his MA in Social Studies Education at UBC. He is interested in incorporating local history, historical photographs, and other primary sources into his classroom.


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