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Teacher Training Guide
How to use online tools to promote historicalthinking?

Lithograph by J.B. Sonde -- A classroom with children sitting at long tables and a teacher standing with abook in her hand.. – Credit: Wellcome Collection. CC BY. Found via Europeana.

Historiana Historical Education Team,
EuroClio - European Association of History Educators,
Version 4, July 2021

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Acknowledgements and disclaimer
This guide is developed in the Europeana DSI3 and improved in the Europeana DSI4 projects. These
projects are co-financed by the Connecting Europe Facility of the European Union.
The European Commission does not guarantee the accuracy of the information and accepts no
responsibility or liability whatsoever with regard to the information on this website. Neither theEuropean Commission, nor any person acting on the European Commission’s behalf, is responsible
or liable for the accuracy or use of the information on this guide.

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Introduction
Welcome to this guide. It has been designed for teacher trainers to challenge
and support teacher trainees or teacher colleagues to create, adapt and use
eLearning Activities that promote historical thinking using the Historiana
eLearning Environment and the Europeana Source Collections.
In this guide you can find practical information on how to set up a workshop, a setof ready to use teacher challenges to create eLearning activities based on specificaspects of historical thinking, background information about the organisations
involved, and links to practice support materials that can be used during byteacher trainers.
The guide has been developed by people who have been part of the developmentof Historiana, and who have given workshops for teachers with Historiana
themselves. The current version is an adaptation of the first guide and includes
changes that are based on the lessons learned during the workshops given so far.1
Depending on how experienced you are as history teacher and trainer and on yourfamiliarity with Europeana, EuroClio and Historiana, you may want to read thewhole guide, or pick and choose parts. The list of contents will guide you to thesections that you need.
While the guide is primarily designed for Historiana teacher trainers, it will also
give an introduction and overview for history teachers.
We hope you find this guide useful, and welcome any feedback.

EuroClio– European Association of History Educators
Riouwstraat 139, 2585 HP, The Hague+31 70 3817836,
secretariat@euroclio.eu
www.euroclio.eu
1Workshops have been given in Amsterdam, Blois, Bristol, Cluj, Gdansk, Groningen, Helsinki,
Lisbon, Leeds, Donostia - San Sebastián, Tilburg, Utrecht, Warsaw, and York.

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Table of contents
BACKGROUND INFORMATION
WHO WE ARE

44EuroClio
Europeana

4
4Historiana

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6

OUR VIEWS
Essentials for high-quality history education
Technology and education
PLANNING A WORKSHOP

678Introducing the workshop
Discussing technology in history education

9
9

Explaining historical thinking

10

Sharing teaching strategies for a particular concept or skill.
Presenting exemplar activities.

11
11

Demonstrating Historiana.

12

Planning an historical enquiry.

13

Sharing and discussing the results.
Feedback to Europeana and Historiana.

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18

EUROCLIO Manifesto

20

Additional resources24

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Background information
Who we are
EuroClio
EuroClio - European Association of History Educators is an umbrella association of
more than seventy history, heritage, and citizenship educators' associations andother organisations active in the field. Founded in 1992, on the request of theCouncil of Europe, it has a clear mission.
EuroClio supports the development of responsible and innovative history,
citizenship and heritage education by promoting critical thinking,multi-perspectivity, mutual respect, and the inclusion of controversial issues. The
Association advocates a sound use of history and heritage education towards thebuilding and deepening of democratic societies, connecting professionals acrossboundaries of communities, countries, ethnicities and religions. It seeks toenhance the quality of history and citizenship education through capacity building
for educators and producing and implementing innovative teaching tools.
As part of this work, EuroClio has developed a Manifesto for High Quality History
Education. It has 15 principles that define high-quality history education topromote multi-perspectivity, complexity and critical thinking. The manifesto canbe found towards the end of this document.

Europeana
Europeana works with thousands of European archives, libraries, museums andaudio-visual collections to share cultural heritage for enjoyment, education andresearch. The Europeana Collections provides access to close to 60 million
digitised items – books, music, artworks and more – with sophisticated search andfilter tools to help you find what you’re looking for. It also offers curated
resources, such as virtual exhibitions, galleries, blogs and dedicated thematiccollections on art, fashion, music, photography, World War I and more. Explore
on www.europeana.eu.
Europeana Collections provides materials for the source collections ande-learning activities on Historiana, respectively the ones featured in this training
kit.

Historiana
Historiana is an online resource for history educators in Europe and beyond. It
offers free historical content, ready to use learning activities, and innovative
digital tools made by and for history educators across Europe. Historiana’s

5development is informed by the EUROCLIO manifesto and it seeks to provide
material that is complex and multi-perspective in order to promote criticalthinking.
The site is constantly being added to and updated. On it you will find material
that is rich in subject knowledge. This can be particularly useful for traineeteachers and teachers moving to a new topic, who feel that their own subject
knowledge needs improving before they can plan how to teach a topic. The
historical content can also be used directly by students. There are also copyrightfree source collections, including from Europeana. These are chosen carefully topresent a variety of perspectives and to engage students of all abilities. You willfind blogs about existing online resources that can be adapted for use in thehistory classroom, and also blogs about different teaching strategies with ideas
about how to use them.
In addition to the rich historical content, there is a teaching and learning section.
Historical thinking, teaching methods and teaching challenges are explained andexemplified with learning activities. There are two kinds of learning activities in
Historiana, in terms of their format: the learning activities provided as Word
documents, and the e-Learning activities. The former include a teachers’ guide,
so that you can adapt and change them for the needs of your own students, thenthey can be printed and used offline. The latter are designed for online use, andcan be edited in a different section within Historiana, the eActivity Builder.
The eActivity Builder has been designed to promote historical thinking and beeasy to use. It is neither a resource that is just more up-to-the-minute than thesame idea on paper, nor a resource for the technologically very confident
teacher. It enables you to develop enquiry questions, to set up a sequence oflearning using digital tools designed by other history teachers, and to get yourstudents to respond to the question in a way that you can assess.
You can either build your own activities for students to use in class or at home byimporting material from historiana.eu or elsewhere, or you can adapt and use
e-activities already developed by others. A simple sign in process creates youreActivity Builder area where you can organise your own activities, save yourfavourite sources and keep lists of students. This can, of course, be in any
language.

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Our views
Essentials for high-quality history education
The items below are what we consider to be essential ingredients forhigh-quality history education. These statements can be used as a prompt tostimulate discussion about the nature of history teaching.

Exemplar activity: https://historiana.eu/learning-activity/how-are-migrants-perceived

Exemplar activity: https://historiana.eu/learning-activity/remembering-the-assassination-in-sarajevo

Exemplar activity: https://historiana.eu/learning-activity/the-role-of-postcards-in-world-war-1

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Exemplar learning

activity:https://historiana.eu/learning-activity/Cultural%20Herritage:%20Monuments%20and%20Statues

NOTE

Technology and education
Using digital technologies does not necessarily improve the quality of education.
Here are some of the conditions that we believe help ensure that digitaltechnologies are used in a way that enhances the quality:● The choice for the educational resources to be used for learning by students,
should only be based on the added value for the education of the students,
not whether it is digital or not.
● The use of digital educational resources should not be just “fun and games”
but should help students achieve their learning outcomes through motivating,engaging and meaningful history education.
● No learners should be excluded from learning because of the use of digital
resources. All learners should be included and able to fully participate in thelearning.
● The development of new educational resources, and training programmes
should be informed by research findings.

8Planning a workshop
This guide will support you in designing your own bespoke workshops. Below is alist of possible elements that you can include when designing a workshop.
You could take different approaches to developing a workshop for history teachersor teacher trainees using the Historiana eLearning Environment. You will want toconstruct your own specific workshop depending on the time that you have, thenature of your audience, and the context in which you are delivering the training.
Some of the workshops elements that you could include are:
1. Introducing the workshop.
2. Discussing technology in history education.
3. Explaining historical thinking.
4. Sharing teaching strategies for a particular concept or skill.
5. Presenting exemplar activities.
6. Demonstrating Historiana
7. Planning an historical enquiry.
8. Setting a challenge for teachers - “learner challenges”
9. Sharing and discussing the results.
10.Giving feedback to Europeana and Historiana.
Looking at the list above, every workshop should include 1. Introducing theworkshop at the beginning and end with 10. Collecting feedback.
However, in between, numbers 2-9 will be arranged differently depending on the
purpose and audience of the workshop. Some elements may not be relevant to aworkshop. The numbering is, in part, to help you to find the discussion of theseelements below.
Workshops of 90 minutes or less are unlikely to be sufficient for participants tocomplete a challenge but this component should certainly be included in longer
sessions. It is also possible to treat some elements briefly and others in depth.
We have provided ideas for ‘short’ and ‘extended’ versions of each element,
though these are only suggestions. You are welcome to construct your own
version of the element as appropriate to your context.
Below you can find some more information about each of these elements,
including a description of the support materials that are available.

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1. Introducing the workshop
During the introduction, you can explain the purpose of the workshop with a clear
set of aims. You can also provide background information about EUROCLIO,
Europeana and Historiana (An example of this being done in the context of aworkshop can be seen in this exemplar workshop here: slideshow and explanations)

Depending on the needs of yourself and the participants in the training, and thetime available, you can add, remove, or adapt these aims.

2. Discussing technology in history education
As the focus of the workshops is on using digitised sources and online resourcesin history education, it may be useful to begin with some reflections on the use oftechnology for teaching history. You can find EuroClio’s position on technology inhistory education above (p. 7) and a set of useful questions for reflection in theslideshow. (An example of this being done in the context of a workshop can beseen on slide 4 in this exemplar workshop here: slideshow and explanations)10

3. Explaining historical thinking
Because all of the teaching challenges focus on historical thinking, it is importantthat the participants have a good understanding of what historical thinking is. If
the participants in your workshop are already very familiar with the concepts then
you can, and probably should, skip this step. If they are not, there are several
support materials that could be helpful:● A model for historical thinking (van Boxtel and van Drie).
● A video by the Center for History and New Media at George Mason University
introducing the concept of historical thinking (7:41 mins).
● A video in which Historian Jim Grossman gives a definition of historicalthinking (2:03).
● Articles, books and websites that can be used to introduce historical thinking
such as The Historical Thinking Project and Historical Thinking Matters (seebelow in the list of additional resources).
(An example of this being done in the context of a workshop can be seen on slides
6-7 in this exemplar workshop here: slideshow and explanations)

Further information and articles can be found here:
Unnatural and essential: the nature of historical thinking, Sam Wineburg,
Teaching History 129, Historical Association, 2007 , Historical reasoning in theclassroom: What does it look like and how can we enhance it?, Carla van Boxtel
and Jannet van Drie, Teaching History 115, Historical Association 2013, Historicalthinking model - Boxtel and Van Drie (2016)
The articles that featured in Teaching History are provided here by permission of
the Historical Association, the subject association for history and history teachers
in the UK (www.history.org.uk).

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4. Sharing teaching strategies for a particular concept or skill.
While the workshops focus on using Historiana and technology in the classroom, weare always aiming to ensure that we are supporting teachers to identify andemploy appropriate strategies to develop students’ historical understanding andthinking skills. You may like to choose one particular concept or skill to focus on inyour workshop, such as:
●
●
●
●
●

Understanding chronology, time and place
Taking historical perspectives
Applying visual literacy skills
Using specific source types (e.g. cartoons, maps, newspapers)
Constructing historical arguments(Note: for additional topics and matching exemplar activities.See the section below on“learner challenges”)
It would be useful to provide teachers with some research-based ideas on how toteach this concept or skill. These should, of course, be strategies that could be
integrated effectively with online learning approaches. Choose an area of yourown expertise and/or conduct some independent research to prepare thiselement.

5. Presenting exemplar activities.
Before inviting participants to consider how they might create their own
activities, it can be useful to present them with exemplars to model how
eLearning activities can be designed to foster students’ historical thinking. This
also allows them to see some of the functionalities of the builder in a finishedproduct.
Present one or two exemplar activities on the focus area of the workshop (theparticular concept/skill). You may like to use one of the exemplars, create anadapted version of one of these existing exemplars or make your own activity
specific to your chosen focus area.

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6. Demonstrating Historiana.
In order for the participants in the workshop to complete the challenge, theyneed to know what Historiana is, and how Historiana works in practice.
It would be good to explain at this point that:

Demonstrating Historiana can be done in different ways.
You can use the slides of the PowerPoint presentation. The comments on theslides are added to give an idea of what you could say. It would be useful toclarify for participants the different sections of Historiana including:
●
●
●
●
●

Historical Content
Teaching and Learning
Search Sources
E-Activity Builder
MyHistoriana

You can give a demonstration of different steps yourself:
1. Creating an account.
2. Adding sources to MyHistoriana.
3. Creating an eLearning Activity.
4. Sharing an eLearning Activity with others.
You can show or share the links of the video tutorials:
1. Registering for a free account at Historiana (tinyurl.com/yctvweab).

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2. Adding sources from the source collections to MyHistoriana(tinyurl.com/yd4qkykn).
3. Creating and saving a completed eLearning Activity (https://tinyurl.com/yd9976t2).
4. Sharing eLearning Activities with students and others (tinyurl.com/ybqy4al2).

7. Planning an historical enquiry.
This element would be used to make very explicit the stages that an experienced
history teacher uses to plan a lesson, or sequence of lessons. It would then beclear to trainees / colleagues, where the eActivity Builder fits into the planning.

3. Develop an enquiry question.
What question will help you to structure the students’ learning to achieve theoutcome you want?
4. Decide which interactive building blocks to use in your eLearning activity.
Which historical content, knowledge concepts and discipline of history
concepts are a part of the enquiry? Which interactive building blocks will bemost useful to help students learn the concepts?
5. Decide how to structure the activity.
Decide on the order of the learning to achieve the outcome. Think where youneed to add texts, tasks and questions.

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6. Select sources for your eLearning activity.
Well-chosen sources are vital to an enquiry. There are curated sets of sources
available on Historiana. You can use these, search sources via the digitalcollections from Europeana, or upload your own sources.
7. Save to MyHistoriana.
Once you have created an eLearning Activity you can save it in yourMyHistoriana. From here you share them with students, and edit them.

Further information and articles can be found here:● Into the Key Stage 3 history garden: Choosing and planting your enquiry
questions, Michael Riley, Teaching History 99, Historical Association, 2000,● Anatomy of enquiry: Deconstructing an approach to history curriculum
planning, Abdul Mohamud and Robin Whitburn, Teaching History 177,
Historical Association 2019,● Conducting the orchestra to allow our students to hear the symphony:Getting richness of knowledge without resorting to fact overload, Alex
Ford and Richard Kennett, Teaching History 171, Historical Association,
2018.
The articles that featured inTeaching History are provided here by permission of
the Historical Association, the subject association for history and history teachers
in the UK (www.history.org.uk).
8. Setting a challenge for teachers - “learner challenges”
In this part of the workshop, teachers are challenged to create an eLearning
activity that helps students to think and work historically.
There are six possible challenges; they include:
1) Making enquiries about change and continuity.

152) Making enquiries about causes and consequences.
3) Developing a strong sense of chronology, period and place.
4) Communicating like a historian in a variety of ways.
5) Analysing and evaluating sources as evidence to investigate enquiry
questions.
6) Assessing historical interpretations.
For each of these challenges, a set of support material is available:● An explanation of the challenge and how it can be approached. Each of thepossible six challenges given here are challenges that history teachers facewhen teaching their students.
● A source collection which has been put together so that you can give it toyour trainees/ colleagues and challenge them to design their own eLearning
activity using the builder and addressing the learning challenge.
● A possible historical enquiry. This enquiry question can be given to start
trainees/ colleagues’ thinking, but there are many alternatives possible andtrainees/ colleagues will want to be creative.
● An exemplar eLearning activity. You can use this exemplar to model how theeActivity Builder could be used to tackle a specific aspect of thinking
historically.
1) Making enquiries about change and continuity.
Exemplar Source Collection and Activity
Additional Source Collections and Activities
2) Making enquiries about causes and consequences.
Exemplar Source Collection and Activity Additional
Source Collections and Activities
3) Developing a strong sense of chronology, period and place.
Exemplar Source Collection and Activity
Additional Source Collection and Activities
4) Communicating like a historian in a variety of ways.
Exemplar Source Collection and Activity Additional
Source Collections and Activity5) Analysing and evaluating sources as evidence to investigate enquiry
questions.
Exemplar Source Collection and Activity

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Additional Source Collections and Activity
6) Assessing historical interpretations.
Exemplar Source Collection and activity
Additional Source Collections and Activities

Will you choose the challenge or will the participants?
Both options are possible. Choosing for the participants and letting them work on
the same challenge may help to give focus to the workshop and will make thesharing of the end results by the participants more meaningful. Leaving the choice
to the participants themselves may be more motivating for them and will result ina wider variety of applications.
Will you ask the participants to work alone, in pairs or in small groups? Or will
you leave the choice to the participants themselves?
If there is no time to share the eLearning activities that will be created, it might
be better to insist that the challenge should be done in pairs or in small groups.
Also if not all the participants have access to a computer or laptop, working ingroups may help to solve this issue. If you do want to do the sharing and discussingof the results between groups instead of in plenary, make sure you have an evennumber of groups.
Will you provide some or all of the support materials?
Depending on your needs and those of the participants in the training, and thetime available, you can give some or all of these materials. The most challenging
version would be to give only the explanation of the challenge, and the source
collection. The possible historical enquiry question and/or the exemplar
eLearning question can be given as additional support material.

NB: If you decide to choose to share the exemplar eLearning activity as support
material, it should be clear to the participants that they should look at the way
the activity is set up, and think about how this can be applied to other historical
topics. Here are instructions that you can use to introduce the challenge:

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Note: It is important to clarify how much time the participants have to work on
their challenge, and let them know how they will be sharing (see next section).

9. Sharing and discussing the results.
Knowing that there will be an opportunity to present the eLearning Activity thatthey create can motivate the participants to do the challenge. The sharing anddiscussing of the results can be done between groups, in plenary, or online.
Here are some suggested questions to stimulate discussion about the activities
they have created:● What are students going to learn by doing this e-activity?
● How will you know that students have learned what you hoped they would
learn as a result of completing the e-activity?
● How would you persuade a reluctant colleague that the e-activity is worth
using with students?
● How could this e-activity be adapted for use with other classes and withother historical topics?
To make it easy for the participants to see each other’s eLearning Activities, itwould help if the participants know how to share their eLearning Activities with

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others. There is a tutorial that shows how to do this.

10.

Feedback to Europeana and Historiana.

By this stage in the workshop, participants should be familiar with Europeana andHistoriana and should have an informed opinion about what can be improved. Letthem know that their feedback is very important to us because we depend on it tomake informed decisions about what to develop next.

Please give feedback
We would love to hear your views about:● How likely is it that you will recommend Europeana Collections to your peers?
(on the scale 1-10, 10 being the highest)● What would make you more likely to use Historiana?
● Did you find things on the sites that could be improved? If so, how?
● If you were in charge of the sites and had an unlimited budget, what else
would you develop on the site?
● What other topics would you like to see in Europeana source collections on
Historiana?
● What other e-learning activity tools should we develop if possible?
● What online tools do you know that could be used as inspiration to further
develop Historiana? Please explain why.
An online feedback form for participants to complete is located at: F eedback:
Teacher Training Workshop (also available as a PDF to be printed here).

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EuroClio Manifesto
In 2013, EuroClio published its Manifesto on High Quality History, Heritage andCitizenship Education. The Manifesto was unanimously adopted by the EUROCLIO
General Assembly in 2014. The Manifesto can be used as a prompt to stimulate
discussion about what is considered quality education. Below you can find theoriginal text of the Manifesto in English. Translations into other languages areavailable at euroclio.eu/manifesto/.
Original text
Manifesto on High Quality History, Heritage and Citizenship Education.
15 Principles for the recognition of the distinctive contribution of history to thedevelopment of young people
Preventing the Misuses of the Past
Complexity – Multiperspectivity – Critical Thinking
Principle 1
High quality history, heritage and citizenship education does not attempt totransmit a single truth about the past. However it aims to approach the historical
truth as near as possible based on solid facts and qualified evidence and by
striving towards objectivity. It creates an understanding that historical narratives
are multi layered and interpretations, and it stimulates the willingness to question
these narratives and think critically.
Principle 2High quality history, heritage and citizenship education deconstructs historicalmyths and stereotypes by putting the traditional ‘mirror of pride and pain’ into
perspective, thereby supporting educators and students to question their own
logic and cultural idioms. This traditional pattern is created around the sufferingof the nation on one hand and the national pride on the other hand, neglecting totell about the harm done to others and the histories of those areas which did notconnect to the nation’s narratives.
Principle 3
High quality history, heritage and citizenship education raises awareness on thefact that the past is perceived differently according to a person’s social,
generational and sexual background as well as belonging to ethnic, linguistic andreligious communities, and diverging world-views in society. It encourages an21

acceptance that people and events must be appraised in the context of theirvalues and time.
Principle 4High quality history, heritage and citizenship education addresses sensitive andcontroversial topics in history in a responsible way to undermine the impact of
one-sided, biased, and politicised views of the past and to bring into being its
complex and multidimensional nature. This implies avoiding emotive, subjective
and hostile language and promoting the use of impartial concepts, without
nevertheless white-washing and sanitising problematic historical narratives to geta rosy picture of the past.
Principle 5High quality history, heritage and citizenship education promotes long-termreconciliation in divided societies by developing empathy skills and the ability todisagree about interpretations of the past without resorting to hatred andviolence.
Promoting an Inclusive Approach to the Study of the Past
Diversity – Dialogue – Equality
Principle 6High quality history, heritage and citizenship education recognises that its
significance is related to current experiences and challenges and therefore aims
to help students understand the world they live in and to support their orientation
for the future. This means in particular the conviction that the study of the past is
instrumental in the development of political and civic awareness, thus bridging
history and citizenship as two school subjects that are mutually relevant.
Principle 7High quality history, heritage and citizenship education introduces global
perspectives and encompasses the multiple dimensions of the study of the past
- political, social, economic, cultural and environmental. It includes the study of
key events but also long-term developments and addresses major themes such as
everyday life, nature, gender, human rights and migration.
Principle 8High quality history, heritage and citizenship education addresses a manifold of
human values, beliefs, attitudes and dispositions, such as democracy, tolerance,
respect for human rights, mutual understanding, social cohesion, solidarity,
freedom, courage, equal opportunities, and responsibility, but also love andfriendship. However, it also tackles negative concepts such as stereotyping,22

prejudice, bias, xenophobia, racism, violence and hate, because they are alsopart of the spectrum of human behaviours and need to be reflected upon.
Principle 9High quality history, heritage and citizenship education embraces cultural,religious and linguistic diversity as a way to foster social cohesion and inclusionand contribute to intercultural and interreligious dialogue
Principle 10
High quality history, heritage and citizenship education uses the “history aroundus” as a powerful way to convey a vivid understanding of the past, and embraces
heritage as a unique access to this past through its tangible and intangible
legacies.
Advancing Educational Innovation
Engagement – Competences– Autonomy
Principle 11
High quality history, heritage and citizenship education is based on competences,including cognitive (knowledge), functional (application of knowledge), personal(behaviour) and ethical (principles guiding behaviour) components. This implies
giving equal importance to the acquisition of context-appropriate knowledge, skills
and attitudes, beliefs, dispositions and values.
Principle 12
High quality history, heritage and citizenship education contributes to develop
key competences2 such as social and civic competences, cultural awareness andexpression, learning to learn, digital competence, sense of initiative andentrepreneurship. It also gives transversal competences such as critical thinking,creativity, problem solving and decision taking.
Principle 13
High quality history, heritage and citizenship education develops fundamental
thinking skills and concepts: chronological understanding, historical significance,
primary source evidence, interpretation, cause and consequence, change andcontinuity, comparison and contrast, empathy, fact and opinion, bias andobjectivity. It also addresses substantive concepts such as slavery, constitution,socialism or depression.

Defined in the European Reference Framework of 2006
http://ec.europa.eu/dgs/education_culture/publ/pdf/lllearning/keycomp_en.pdf
2

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Principle 14
High quality history, heritage and citizenship education develops the ability tounderstand and analyze issues and events; the ability for gathering, organising,investigating and assessing sources in a logical and coherent way, leading toconclusions and generating ideas. It also helps acquire a talent for clear
expression by putting forward ideas and arguments in a concise manner.
Principle 15
High quality history, heritage and citizenship education includes pedagogical andassessment strategies that enhance independent learning, motivation andengagement, foster a sense of responsibility, a passion for active involvement, anurge to take initiative, and stimulate communication and cooperation. Itemphasises the development of curiosity, autonomy, open- and international
mindedness, a spirit of inquiry and the abilities to think independently and toresist manipulation.

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Additional resources- Finding and selecting sources● Europeana Collections. Link: https://www.europeana.eu/portal/en● European History Primary Sources. Link: http://primary-sources.eui.eu/● Digital Public Library of America. Link: https://dp.la/primary-source-sets
Explaining historical thinking thinking● Van Boxtel, C., & Van Drie, J. (2018). Historical Reasoning: Conceptualizations
and Educational Applications. In S. A. Metzger & L. M. Harris (Eds.),
International Handbook of History Teaching and Learning.: Wiley & Blackwell.
Books● Davies, I (ed.) ‘Debates in History Teaching’, Routledge; 2nd edition (16 Feb.
2017)
● Seixas P. and Morton, T (2012). The Big Six Historical Thinking Concepts.
Nelson College Indigenous.
● Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a historian:
Teaching literacy in middle and high school history classrooms. New York:
Teachers College Press.
Videos● What is historical thinking. Video clips by TeachingHistory.org (7:41
minutes). Link: https://www.youtube.com/watch?v=mSJLmWnxrPg.
● What is historical thinking? Video clip by Intelligent Channel with historian Jim
Grossman (2:03). Link: https://www.youtube.com/watch?v=i71veYOUHiw.
Websites● The Historical Thinking Project – Promoting critical historical literacy for the
21st century. Link: http://historicalthinking.ca/.
● Standards in Historical Thinking – Public History Initiative | National Center for
History in the Schools. Link:
https://phi.history.ucla.edu/nchs/historical-thinking-standards/.
● What skills should you have when you leave a history class? Link:
https://www.historians.org/teaching-and-learning/teaching-resources-for-hi
storians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/the-conquest-of-mexico/for-teachers/setting-up-the-project/historical-t
hinking-skills.

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Purpose of teaching history● Council of Europe website for History Teaching: Link:
https://www.coe.int/en/web/history-teaching● Schools History Project. Core Principles. Link:
http://www.schoolshistoryproject.co.uk/about-shp/principles/● EUROCLIO Manifesto on High Quality History, Heritage and Citizenship
Education: 15 principles for the recognition of the distinctive contributionof history to the development of young people. Link:
https://euroclio.eu/manifesto/