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ERIC Number: EJ933465
Record Type: Journal
Publication Date: 2010-Aug
Pages: 9
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0018-2745
Using Graffiti to Teach Students How to Think Like Historians
Franco, Eric V.
History Teacher, v43 n4 p535-543 Aug 2010
"Thinking Like a Historian" (TLH) is a tool for framing the past to teach students the elements of historical thinking while, at the same time, grounding students' knowledge of the past through inquiry and evidentiary support. The framework's design allows for a separation of the ways historians study the past from the ways historians organize their understanding of the past. In effect, this allows classroom teachers to build contiguous threads of questioning, analysis, and inferences predicated on the evidence. The purpose of this article is to present one approach to implement TLH in a heterogeneous urban high school setting that has resulted in high levels of student engagement, offering high challenge to students, yet also offering support necessary to allow students' cognitive development within their zones of proximal development (ZPD). A brief discussion on the pedagogy will follow the method presented to illuminate the rationale. The method discussed in this article is a modification of a strategy known as a "Graffiti Wall," which allows students the opportunity to operate in a cooperative group setting and engage in a discourse based on content-specific questions that are crafted after each element of historical thinking, modeled from TLH. (Contains 7 notes.)
Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A