von Heyking, Amy. “Teaching Elementary Students to Think Historically.” (2013)

Unlike what most people believe, history is not simply an account of the past but rather an inquiry into past events that aids the formation and construction of an understanding of the past. According to the author, the study of history requires historical thinking. It is imperative that students understand the interpretive nature of history and that it is not simply a rote memorization of dates and ‘key’ people. It is important to allow and teach students to think critically about what they are reading and how to view from different perspectives. The author describes how elementary students can think critically and historically. Children are no longer believed to be incapable of understanding history as was purported by many universal cognitive development theories. It is also important to remember that children already have experience with the past and prior beliefs about history. Research has suggested that by grade 2 students’ understanding of the past is linked to significant events in the past and they may even understand particular historical events. The author discusses historical thinking, including each of the six benchmarks: historical significance, evidence and interpretation, continuity and change, cause and consequence, historical perspective, and the ethical dimension. The author also discusses how they can be applied in elementary social studies classrooms. She concludes by stating that it is possible for elementary students of any age to understand that the study of history requires interpretation. It is not enough to teach students about the past; students must be taught to think critically about history.