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=How can we teach and assess the Historical Thinking Concepts within the Inquiry Model? =

=Scope:=

I view the Historical Thinking Concepts as the critical thinking concepts specific to historical inquiry within social studies. There are six interrelated yet distinct concepts which together foster the progressive development of “historical literacy” (Seixas, 2006, Appendix II). It is this progression of historical thinking concepts which should be considered when developing assessment for a curriculum which values “issues-focused and inquiry-based” (Alberta Education, 2005, p. 1) pedagogy.

For the purpose of social studies, I envision a fourth dimension to the Key Lessons in Comprehension, Collaboration, and Inquiry (Harvey & Daniels, 2009, Chapter 7), namely, Key Lessons in Historical Thinking Concepts. As identified in previous course work and involvement in __[|Benchmarks of Historical Thinking]__sessions through Edmonton Regional Learning Consortium (ERLC), lessons designed specifically for fostering development of Historical Thinking Concepts are necessary to develop historian-like habits of mind (Bain, 2005; Seixas & Peck, 2004; Wineburg, 1999).

Developing the Historical Thinking Concepts within the Inquiry Model and addressing assessment of these concepts within this model extends the historical thinking conceptual framework. Merging these two frameworks also supports the social studies program rationale and philosophy which states social studies is “inquiry-based interdisciplinary subject” (Alberta Education, 2005, p. 1) and identifies historical thinking as a dimension of thinking in social studies (Ibid., p. 8).