Seven Wise Resources: Part Two

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Stanford History Education Group "SHEG"


 What is the Stanford History Education Group (SHEG)?

The Stanford History Education Group (or, SHEG) is a website run and contributed to by Stanford staff, students, faculty, and visiting scholars. SHEG provides a number of resources for teachers, including pre-made lessons and pre-made assessments (with rubrics!).


What Is It Good For? 

SHEG is best used for their pre-made lessons, which include historical subjects as well as civic subjects. Each lesson plan introduces the topic effectively, outlines some things to discuss, and provides worksheets. They are somewhat bare bones at times, allowing the teacher plenty of room to expand and change around what they need.


What Would A Typical Class Using 'SHEG' Look Like?

This would be a great resource at a time when you are unsure/unable to plan your own in depth lesson in order to get a great foundation for a subject/concept you are teaching. You are given basic instructions, work sheets for the students, discussion questions, and occasionally primary resources to analyze.


How Can I/Would I Like To Use It?

Here is a potential lesson I would like to use.

This lesson revolves around the factors that come of analyzing and defining an event through multiple witnesses: disregarding blatant lies, why might someone remember the event differently than another person? How might time (asking a few minutes after an event versus after a week) factor into their opinion on the event? How might their relationships with those involved/lack of relationship affect how they define the event?

This lesson asks students to break up into groups and fill out a worksheet answering questions such as these, regarding a 'lunchroom fight' which broke out earlier that day. The teacher will bring them back to a class-wide discussion and go further in depth. The teacher will then compare this to how a historian might need to think as they do their work, and will then encourage the students to cultivate this mindset further as the class goes forward.

This lesson would be a great beginning course, as it encourages critical thinking and cultivates a very valuable concept for history. I might expand on it by having a small group discussion, a round group format, or by maybe employing the 'big stickies discussion' teaching strategy. I might also go more in depth about the hypothetical lunchroom story, to make it more interesting.

Reisman, Avishag, and Bradley Fogo. “SHEG.” Home | Stanford History Education Group, sheg.stanford.edu/.

 #EDU223 #WiseTeacher #Curriculum #Instruction #Assessment

 Part 1, 3, 4, and 5

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