Revolutionizing History Education: SHEG’s Transformation into DIG
In the ever-evolving landscape of history education, one organization has been at the forefront of driving transformative change – the Stanford History Education Group (SHEG). Over the past two decades, SHEG has left an indelible mark on the way history is taught in classrooms across the globe. However, recent developments have led to an exciting new chapter, as SHEG has now transitioned into the Digital Inquiry Group (DIG).
SHEG’s journey began in 2002 when its founder, Sam Wineburg, published a seminal work titled “Thinking Historically and Other Unnatural Acts: Charting the Future of Teaching the Past.” This book, along with the establishment of SHEG, outlined a revolutionary approach to social studies instruction – inquiry-based learning.
The core idea behind this approach was to move away from the traditional memorization of historical facts and instead empower students to engage with primary sources, develop critical thinking skills, and construct evidence-based arguments. By providing students with compelling historical questions, primary source materials, and a framework for making sense of the evidence, SHEG’s lessons fostered a deeper understanding of the past and its relevance to contemporary issues.
The impact of SHEG’s work was immediate and far-reaching. The National Council for the Social Studies (NCSS) incorporated the principles of inquiry-based learning into their C3 (College, Career, and Civic Life) Framework, which has since been adopted by numerous states. School districts across the country began to develop inquiry-based curricula, and teachers eagerly embraced the resources and lesson plans provided by SHEG.
One of the key reasons for SHEG’s success was the practical, research-based, and teacher-tested nature of their offerings. Their “Reading Like a Historian” lessons, which cover a wide range of historical periods and topics, have been downloaded by teachers around the world over 15 million times. These lesson plans not only engage students in the process of historical investigation but also provide clear guidance on strategies such as sourcing, contextualizing, corroborating, and close reading.
However, as the education landscape continued to evolve, SHEG recognized the need to adapt and expand its reach. In 2024, the organization made a strategic decision to rebrand as the Digital Inquiry Group (DIG), a move that reflected its growing focus on digital literacy and civic reasoning skills.
“The name change was designed to give DIG the ability to act with greater agility and have an even greater impact,” explained Joel Breakstone, DIG’s co-founder and executive director. “While the content and resources remain the same, the new name allows us to better align with the changing needs of educators and students.”
Under the DIG banner, the organization continues to offer its flagship “Reading Like a Historian” lessons, but has also expanded its offerings to include a robust assessment framework (Beyond the Bubble) and a dedicated focus on civic online reasoning (Civic Online Reasoning). These new initiatives equip students with the essential skills to navigate the digital landscape, evaluate online information, and engage as informed and critical citizens.
The transition from SHEG to DIG is a testament to the organization’s commitment to staying at the forefront of history education. By adapting to the evolving needs of teachers and students, DIG is poised to continue its mission of empowering young minds to think critically, engage with the past, and shape the future.
Unlocking the Power of DIG: Resources for Stanley Park High School
As the team at Stanley Park High School prepares for the upcoming academic year, we are excited to share the wealth of resources available through the Digital Inquiry Group (DIG), formerly known as the Stanford History Education Group (SHEG).
Reading Like a Historian
The cornerstone of DIG’s offerings is the “Reading Like a Historian” collection, which provides over 180 lesson plans centered on historical questions and primary source sets. These lessons are designed to help students develop critical thinking skills, such as sourcing, contextualizing, corroborating, and close reading.
The lessons are organized by historical periods, ranging from pre-500 BCE to the present day, and cover both US and World History. Each lesson starts with a compelling question, includes a set of primary sources, and provides both teacher and student resources for seamless integration into your curriculum.
To get started, we recommend exploring the introductory materials, which include the invaluable Historical Thinking Chart. This chart outlines the key questions students should be asking as they engage with historical evidence, providing a framework for developing their historical reasoning abilities.
You can access the complete list of “Reading Like a Historian” lessons on the DIG website, with the option to filter by historical period or skill focus.
Beyond the Bubble Assessments
As the inquiry-based instructional model gained traction, one of the challenges was finding effective ways to assess student learning. DIG’s “Beyond the Bubble” (BtB) assessments address this need by providing a tool to evaluate students’ historical thinking skills.
The “History Assessments of Thinking” (HATs) are quick, 20-25 minute assessments that focus on the specific skills outlined in the Historical Thinking Chart. Each HAT includes a compelling question, a primary source, and a rubric to guide the scoring process. With over 140 BtB assessments available, you can easily integrate these extended exit ticket-style activities into your instructional sequence.
You can browse the complete list of HATs on the DIG website, organized by historical period or skill focus.
Civic Online Reasoning (COR)
In an era of increasing digital misinformation, DIG has also developed a dedicated program to address civic online reasoning. The COR curriculum provides lessons and assessments to help students evaluate online information, identify biases, and develop the critical thinking skills necessary to navigate the digital landscape.
The COR resources are available for download on the DIG website, allowing you to seamlessly integrate these lessons into your existing curriculum or use them as standalone units.
Empowering the Next Generation of History Scholars and Citizens
As the educators at Stanley Park High School, we are thrilled to have access to the wealth of resources provided by the Digital Inquiry Group (DIG). By incorporating these lesson plans, assessments, and digital literacy tools into our history curriculum, we can empower our students to think critically, engage with primary sources, and develop the skills necessary to navigate the complex world around them.
Whether you’re a seasoned history teacher or new to the field, we encourage you to explore the DIG website and take advantage of the free, research-based, and teacher-tested materials available. By integrating these resources into your instruction, you’ll not only make your life easier but also inspire a new generation of history scholars and engaged citizens.
Remember, you can always visit the Stanley Park High School website for more information and updates on our history education initiatives. Let’s work together to ensure our students are equipped with the knowledge and skills they need to thrive in the 21st century.
