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About
What is HLP?
History of HLP
People
Q&A
Decoding the Disciplines
The Model
Step 1. Bottlenecks
Step 2. Operations
Step 3. Modeling
Step 4. Practice and Feedback
Step 5. Motivation
Step 6. Assessment
Step 7. Sharing
Decoding History
Identifying Bottlenecks
Conducting Interviews
Developing Strategies
Dissemination
Curriculum & Assessment
Curriculum Overview
Assessment Overview
Assessment of Learning Objectives
Principles of Good Assessment
Objectives & Assessment
1. The Nature of the Historical Discipline & Analysis
2. Dealing with Evidence: Primary Sources
3. Dealing with Evidence: Secondary Sources
4. Dealing with Evidence: Tertiary Sources
5. Constructing and Evaluating Arguments
6. Conducting Historical Research
7. Writing for History
Assessment Exemplars
1. Assessing multiple interpretations
2. Assessing arguments and Rubric
3. Visual assessment of evidence in primary source
4. Recognize Assumptions in Primary Sources
5. Understanding Sub-propositions
6. Using Factual Evidence from Tertiary Sources
7. Construct argument from multiple sources
8. Ask historical question and compare arguments
9. Assess level of thinking in essays
Resources
Bibliography
Presentations
Handouts
Links
Links
Indiana University Freshman Learning Project
Scholarship of Teaching and Learning at Indiana University
Office of the Vice-Provost for Undergraduate Education
College of Arts and Sciences
IU History Department
.
Spencer and Teagle Foundations' initiative for Systematic Improvement of Undergraduate Education in Research Universities
Humanistic Adaptation of the Maryland Physics Expectations (HAMPEX) survey (Questions to determine student’s level of historical thinking)
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