Enthusiasm about the instructional potential of primary sources dates to late nineteenth century and has been echoed recently in work literacy experts, historians, educational psychologists. Yet, no extended intervention study undertaken test effectiveness source instruction real history classrooms. This study, with 236 11th-grade students five San Francisco high schools, represented first curriculum disciplinary reading an urban district. The Reading Like a Historian (RLH) constituted...

Abstract In this article, we draw clear distinctions between generic reading comprehension and disciplinary literacy in history. We argue that restores agency to the reader, changing typical relationship text which knowledge flows down from one other. Sourcing, for example, enjoins readers engage authors, querying them about their credentials, interest story they are telling, position vis‐à‐vis event narrate. Contextualization prompts reader question social political circumstances...

Abstract This article describes an attempt to bring disciplinary historical inquiry into the social studies classroom. work emerges from a five-school 6-month intervention in San Francisco, 'Reading like Historian', which found main effects for student learning across four quantitative measures: thinking, factual knowledge, general reasoning, and reading comprehension. The purpose here is describe pedagogical practices that were at heart of intervention; particular, lesson structure called...

Contextualization, the act of placing events in a proper context, allows teachers to weave rich, dynamic portrait historical period for their students. As strive identify enduring themes and patterns, they must teach students appreciate particular policies, institutions, worldviews, circumstances that shape given moment time. However, contextualized thinking runs counter narratives frameworks many bring class. Not only have young people internalized timeless, psychologized notions why...

Both the Common Core Standards for Literacy and College, Career, Civic Life Framework Social Studies State underscore importance of classroom discussion development high-level literacy subject-matter knowledge. Yet, remains stubbornly absent in social studies classrooms, which tend toward rote memorization textbook work. In this article, we discuss our efforts to design practice-based methods instruction that prepares preservice teachers facilitate text-based, whole-class discussion. We...

Background/Context The Common Core State Standards reveals how little we understand about the components of effective discussion-based instruction in disciplinary history. Although case for classroom discussion as a core method subject matter learning stands on stable theoretical and empirical ground, to date, none research has examined whole-class text-based secondary history classrooms. Purpose This study explored teachers students five 11th-grade classrooms participated discussion, using...

•Teacher candidates can facilitate text-based discussion when prepared.•Instructional scaffolds assist in facilitating discussion.•Assignments, questioning sequences, and prepared materials support enactment.•Candidates still struggle to connect lesson's learning goal.

Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities teacher educators (TEs) have begun supporting novices to approximate facilitation. Some scholars are concerned that turn practice will come at the cost content preparation. Focusing specifically on rehearsals facilitation three methods courses, our analysis investigates whether, how, and what ways TEs worked while engaging novice teachers practicing We found...

A recent report by the Southern Poverty Law Center revealed that many history teachers avoid or minimize conversations about race for fear they will trigger "racialized conflict." This silence should raise alarms, as we know and racism permeate lived experiences of students inevitably surface in historical discussions. In this article use a racially charged moment from middle school discussion New Deal to propose three interpretive frames might support navigating moments racial stress We...

Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional for history teachers. The study examines data from a program in which teacher leaders served novice coaches their colleagues. We found that coached teachers, whole, improved discussion facilitation. Case analysis two successful and less coach–teacher pairings revealed were more likely to focus eliciting students’ argumentative discourse...

Although most teachers adapt curriculum, we know little about teachers' rationales for modifying materials, how these align with actual modifications, nor whether any patterns exist in the modifications that make. This is especially case history/social studies, where research on curriculum scant and teacher adaptation of virtually non-existent. paper addresses gap. We report results a large-scale survey use over 1900 history teachers. The online focused why lesson materials from free...

A troubling gap exists between the current state of history assessment and knowledge skills deemed essential for students to thrive in 21st century. We propose a new historical thinking that represents promising alignment with extant cognitive research, as well practices undergird discipline. In this article, we discuss design Assessment Historical Analysis Argumentation (AHAA), accompanying scoring rubric, report findings from our administration multiple forms exam secondary (N = 618)....

In recent decades, the history classroom has been site of much political wrangling (e.g., Nash, Crabtree, & Dunn, 2000). Yet, studies reviewed here ask how to engage students in meaningful learning about past, rather than which teach. For past three scholars anglophone world have looked professional discipline build a model of what historical reasoning and understanding might look like VanSledright Limon, 2006; Wineburg, 1996). Together, these define as familiarity and facility with...

Journal Article Teaching Historiography: Testimony and the Study of Holocaust Get access Agnieszka Aya Marczyk, Marczyk Email: aya.marczyk@yale.edu Search for other works by this author on: Oxford Academic Google Scholar Abby Reisman, Reisman Brenda Santos The American Historical Review, Volume 129, Issue 1, March 2024, Pages 175–197, https://doi.org/10.1093/ahr/rhae009 Published: 13 2024

History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. observed a relationship between teachers’ capacity notice in videos growth enacting history For three four teachers, the intervention appeared improve both analysis discussion enactment practice. Teachers’ incoming...

Purpose Historical analogies are everywhere in political discourse, but history teachers know to tread carefully. Even with relentless pressure make relevant, can be as dangerous they appealing. On the one hand, cognitive research has showcased usefulness of helping students distinguish between essential and superficial features a phenomenon. other historical knowledge does not easily boil down core theorems or conceptual truths that hold constant across time place. Comparing two moments...

The Common Core State Standards (CCSS) call on science and social studies teachers to engage in literacy instruction that prepares students for the academic rigors of college. Literacy Design Collaborative (LDC) designed a framework address challenge literacy–content integration. At heart intervention are fill-in-the-blank writing prompts expected populate with appropriate content English Language Arts (ELA), history, or science. This study examines 42 LDC instructional units by 8th grade...

Engaging historiography and interpreting secondary sources represent essential elements of historians' work that have been largely ignored in favor primary source reading high school history classrooms the United States. To understand whether how students apply their historical reasoning skills to sources, we asked twenty-four sophomores think aloud about a historiographic problem. Students were divided into three conditions receiving either historiographical documents without scaffolding,...