Introducing... 8th Grade History
Reading Like a Historian 4 Key Methods
The methods used are specific to historian type of thinking versus non-historian thinkers. These skills include sourcing, contextualization, close reading, and corroboration.
READING BOOKS - LIKE A MIDDLE SCHOOLER OR HIGH SCHOOL-WANABEE
As you read this text you will notice that a highlighting and notepad function pop up on the right margin. It even slides down the right margin as you scroll. Here is the thing, you want to be given responsibility for so much control in your life, it is time to take responsibility and control of your learning. The content will be provided, discussed, and dissected. The sources posted, provided, and sometimes glued in. Modeling of contextualization, close reading, and corroboration will happen. Organization and note taking are vital. So, it is now your job to read, highlight, participate, engage, and learn. And... yes, you can do it!
credit: ck-12 Foundation, 2013, ck12.org
The methods used are specific to historian type of thinking versus non-historian thinkers. These skills include sourcing, contextualization, close reading, and corroboration.
- Sourcing – When reading a primary document, historians look first to its source information, try to pinpoint it's perspective, and consider its trustworthiness. Sourcing questions should be answered after reading the source information and title but before reading the document. Who created the document? What was the purpose? What was the intended audience? Is the document trustworthy?
- Contextualization – As they read and interpret a document, historians consider the historical context within which it was created. What was going on in time when this document was created? What were people doing? What did people believe? Why might this document not provide the whole picture?
- Close reading – As they read and interpret a document, historians also try to understand the argument being made within the document and the rhetorical or persuasive strategies being used. What is the argument being made in this document? What evidence is presented? What specific words are used?
- Corroboration – After reading multiple documents, historians consider how they relate to each other. Do the sources agree with each other or are they in conflict? Are they reliable? Considering all of the sources available, what can we say about the issues they address?
READING BOOKS - LIKE A MIDDLE SCHOOLER OR HIGH SCHOOL-WANABEE
As you read this text you will notice that a highlighting and notepad function pop up on the right margin. It even slides down the right margin as you scroll. Here is the thing, you want to be given responsibility for so much control in your life, it is time to take responsibility and control of your learning. The content will be provided, discussed, and dissected. The sources posted, provided, and sometimes glued in. Modeling of contextualization, close reading, and corroboration will happen. Organization and note taking are vital. So, it is now your job to read, highlight, participate, engage, and learn. And... yes, you can do it!
credit: ck-12 Foundation, 2013, ck12.org