Teaching Historical Thinking Skills Through “Reading Like A Historian” Method

Abstract

The study envisioned to give a grounding in  historical thinking skills using Reading Like a Historian  approach to Grade 6 pupils. Using the descriptive development  research design, the research study developed  and implemented learning exemplars to Grade 6 pupils  utilizing the Reading Like a Historian framework as a tool  in primary source analysis in teaching historical thinking  skills. The process of writing the learning exemplar consisted of four stages: Design Phase, Developmental  Phase, Evaluation/Validation Phase and Dissemination  Phase. The result of the try-out revealed that the Reading Like a Historian Method from Stanford University was  very appropriate since it engaged pupils in historical  inquiry. This method taught pupils how to investigate historical questions by employing reading strategies  such as sourcing, contextualizing, corroborating, and  close reading. Instead of memorizing historical facts,  pupils assessed the reliability of numerous viewpoints  on historical issues. They learned to create historical  assertions supported by documentary substantiation.