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Promotes Historical Thinking

History is a Discipline, not a content. That motto embodies the work of Thinking Nation. Empowering students through disciplinary (historical) thinking is at the core of our resources, professional development, and assessments. Where the various contents within social studies can silo us, the disciplinary thinking skills inherent to our classes can unite us. Historical thinking empowers students and transform the paradigm of social studies education. 
 
 
 
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Aligns to State Standards

Thinking Nation’s curriculum is purposefully designed to align with state and national history standards, ensuring that students not only meet academic expectations but also engage in meaningful historical thinking. Whether schools follow state-specific guidelines, the C3 Framework, or Advanced Placement (AP) standards, Thinking Nation offers a standards-based approach that emphasizes both content mastery and disciplinary skills.

 
 
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Developed by Educators

One of the key strengths of Thinking Nation is that its resources are designed by educators who understand the real needs of the classroom. Former teachers, curriculum specialists, and instructional leaders come together to create materials that are not only academically rigorous, but also practical, relevant, and teacher-friendly.

 

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Historian Approved

Thinking Nation’s curriculum is purposefully designed to align with state and national history standards, ensuring that students not only meet academic expectations but also engage in meaningful historical thinking. Whether schools follow state-specific guidelines, the C3 Framework, or Advanced Placement (AP) standards, Thinking Nation offers a standards-based approach that emphasizes both content mastery and disciplinary skills.

“I really admire the effort and thought that's been invested in this: it's important, timely and original.”

James Walvin Professor Emeritus in History, University of York

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As a nonprofit, Thinking Nation cannot serve students without the generosity of others.

We're especially grateful for the scholars who have given their time and expertise to

making our resources stronger. Thank you to all those listed below! 

Dr. Carol Berkin – Baruch College (Emeritus)
Dr. James Merrell – Vassar College (Emeritus)
Dr. Denver Brunsman – The George Washington University
Dr. Paul Cheney – The University of Chicago
Dr. Pearl Young – University of Houston–Clear Lake
Dr. H. Paul Thompson, Jr. – North Greenville University
Dr. Benjamin Gross – Jacksonville State University
Dr. Jennifer Cullison – California State University, Stanislaus
Dr. Manisha Sinha – University of Connecticut
Dr. Katlyn Carter – University of Notre Dame
Dr. Marc Van De Mieroop – Columbia University
Dr. J.B. Mayo – University of Minnesota
Dr. Vincent J. Cannato – University of Massachusetts Boston
Dr. Robert Elder – Baylor University

Dr. Alicia Jackson – Covenant College
Dr. Sean Jacobson – University of North Alabama
Dr. Curtis Austin – Arizona State University
Dr. James Walvin – University of York (Emeritus)
Dr. Nadya Williams – University of West Georgia
Dr. Lily Anne Welty Tamai – California State University, Channel Islands
Dr. Benjamin Foreman – The Master's University – IBEX
Dr. Michael Kazin – Georgetown University
Dr. Andrew Robertson – Lehman College
Dr. John Fea – Messiah University
Dr. Adam Seagrave – Arizona State University
Dr. Katharine Gerbner - University of Minnesota                                                              Dr. Sheen Rajmaira – California State University, Channel Islands

All our resources are aligned to one or more of these skills!

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