Historical Thinking Skills in Action: A Content Analysis of State and National History Standards
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Summer 8-18-2025
Abstract
The subjects of this study were the representation of (a) historical thinking skills in U.S. History standards across 11 states and (b) the National Curriculum Standards for Social Studies. The study focused on the historical thinking skills identified by frameworks developed by key scholars Wineburg and Lévesque in the study of historical thinking. The researcher sought to answer the following research question: To what extent do high school U.S. History standards across 11 states embed historical thinking skills? The states included in this study were selected as part of a purposeful sample for their regional and political diversity and for various quality levels identified by the Fordham Institute. Using qualitative content analysis, the researcher examined patterns in how historical thinking skills are incorporated into content standards across the nation. The mixed-methods analysis revealed significant disparities in historical thinking skill integration, with skill representation ranging from 100% integration in Minnesota to 39% in Texas. Significance emerged as the most prevalent skill (92 total standards), while corroboration was the least represented (6 total standards). State standards predominantly emphasized conceptual skills (significance, continuity and change, progress and decline) over document-based skills, suggesting that students may develop awareness of important historical events without the critical skills needed to evaluate historical evidence. These findings have important implications for curriculum development, teacher preparation, and assessment practices, particularly as states like Texas prepare for a state social studies standards revision. In an era of information overload and misinformation, this study underscores the urgent need for more comprehensive integration of historical thinking skills to prepare students not only for academic success but for thoughtful citizenship in the United States’ complex democracy.
Advisor
Sherri Colby
Subject Categories
Education
Recommended Citation
Hutchison, Andrea, "Historical Thinking Skills in Action: A Content Analysis of State and National History Standards" (2025). Electronic Theses & Dissertations. 1299.
https://lair.etamu.edu/etd/1299
