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Historical thinking is defined by many education resources as a set of reasoning skills that students of history should learn as a result of studying history. Sometimes called historical reasoning skills, historical thinking skills are frequently described in contrast to history content such as names, dates, and places. This dichotomous presentation is often misinterpreted as a claim for superiority of one form of knowing over the other. In fact, the distinction is generally made to underscore the importance of developing thinking skills that can be applied when individuals encounter any history content. Most educators agree that together, history content—or facts about the past—and historical thinking skills enable students to interpret, analyze and use information about past events. ==U.S. Standards for Historical Thinking in Schools== In the United States, the National Center for History in the Schools at the University of California, Los Angeles has developed history standards that include benchmarks for both content in U.S. and world history and historical thinking skills in grades Kindergarten-4 and 5-12. In both of these age ranges, the Center defines historical thinking in five parts: # Chronological Thinking # Historical Comprehension # Historical Analysis and Interpretation # Historical Research Capabilities # Historical Issues-Analysis and Decision-Making As part of the national assessment effort called “The Nation’s Report Card, ” the United States Department of Education has also developed benchmarks for student achievement in U.S. history. Their rubric divides history learning into three basic dimensions: major historical themes, chronological periods, and ways of knowing and thinking about history. The third dimension is further divided into two parts: historical knowledge and perspective, and historical analysis and interpretation. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Historical thinking」の詳細全文を読む スポンサード リンク
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