Doing the Work of Historians in High School: Primary and Secondary Source Interpretation and Synthesis
The task of building historical knowledge may include experiences during which a student’s inquiry leads to specific focus on primary sources independent of secondary sources and vice versa. However, to do the work of historians with fidelity, students must concurrently engage with both types of sources of information and data. According to the American Historical Association (AHA), there are five historical thinking skills students should develop in a history class including chronological thinking, historical comprehension, historical analysis and interpretation, historical research skills, and analysis and decision making concerning historical issues (source: historians.org). In teaching, my goals are to assist students in the development of each of these domains and to provide opportunities to apply these skills. Examples of my work in the Graduate Certificate of History program that demonstrate my interpretation and synthesis of primary and secondary sources also demonstrate my philosophy as a history teacher: to guide students towards functional historical thinking skills and for students to leave me having done the work of historians.
Examples of my interpretation and synthesis of primary and secondary sources placed in context include a presentation about the Treaty of Traverse des Sioux, a culminating documentary-style video about patterns in the relationships between Whites and Natives in the United States from 1600-1900, and a series of weekly reading responses about different topics in Minnesota history. As is true in the cases of both primary and secondary source analysis, placing interpretations and syntheses developed from simultaneous analysis of both types of sources in context remains an important first step. For example, in each of my weekly reading journals in the third artifact, the first paragraph served to establish basic historical context while also presenting my thesis for the rest of the essay. Each week, the primary and secondary sources informed the context. In each of my examples, I dedicated space to developing historical context, and in a few cases, I also provided space for contemporary/current context as the topics have been acutely relevant recently. The Treaty of Traverse des Sioux presentation and the third reading journal (labeled week 15) presented opportunities to connect historical topics with current historiological debates and educational issues. Students appreciate clear connections between the past and the present, which inspires me to demonstrate clear examples. Furthermore, these two artifacts are opportunities to analyze historical issues, which is an AHA skill.
In my classroom, these examples of my work may be adapted to meet my goal of helping students develop historical thinking skills. The documentary-style video about White-Native relations in the United States prior to 1900 showcases many of these skills. It is constructed very much like a National History Day project. Students in my classes create History Day projects every year, and frequently compete against other students in competitions. In constructing projects like this one, students develop research skills, historical comprehension, chronological thinking, and interpretive skills. History Day projects, documentaries or otherwise, present challenges for secondary students. I would certainly provide more guidance and scaffolds for students when engaging in this depth of research and during the construction phase of their physical artifact. Success on these projects grows from the process, which is always rewarding to cultivate. Reading journals are also incorporated into my curriculum. One addition that I include to reading journals beyond my artifacts is to try encourage students to make connections between modern-day issues or situations and the historical topics the students have read about and explored. I have successfully integrated these reading journals into into both Minnesota Studies courses for 6th graders and U.S. Government courses for 12th graders. Establishing contemporary relevance usually increases engagement while providing students with a space to express their passions.
The AHA outlines five historical thinking skills students should develop in a history course. Through the use of research projects like National History Day, text- analyzing and -synthesizing assignments like reading journals, and presentations about historical topics and their contemporary relevance, my goal is to help students develop each of those five AHA skills. Historical inquiry requires students to be able to examine and analyze both primary and secondary sources independently, but students truly experience the work of historians when analysis is joined with synthesizing different sources. My hope is that students leave my classroom having done the work of historians.
Examples of my interpretation and synthesis of primary and secondary sources placed in context include a presentation about the Treaty of Traverse des Sioux, a culminating documentary-style video about patterns in the relationships between Whites and Natives in the United States from 1600-1900, and a series of weekly reading responses about different topics in Minnesota history. As is true in the cases of both primary and secondary source analysis, placing interpretations and syntheses developed from simultaneous analysis of both types of sources in context remains an important first step. For example, in each of my weekly reading journals in the third artifact, the first paragraph served to establish basic historical context while also presenting my thesis for the rest of the essay. Each week, the primary and secondary sources informed the context. In each of my examples, I dedicated space to developing historical context, and in a few cases, I also provided space for contemporary/current context as the topics have been acutely relevant recently. The Treaty of Traverse des Sioux presentation and the third reading journal (labeled week 15) presented opportunities to connect historical topics with current historiological debates and educational issues. Students appreciate clear connections between the past and the present, which inspires me to demonstrate clear examples. Furthermore, these two artifacts are opportunities to analyze historical issues, which is an AHA skill.
In my classroom, these examples of my work may be adapted to meet my goal of helping students develop historical thinking skills. The documentary-style video about White-Native relations in the United States prior to 1900 showcases many of these skills. It is constructed very much like a National History Day project. Students in my classes create History Day projects every year, and frequently compete against other students in competitions. In constructing projects like this one, students develop research skills, historical comprehension, chronological thinking, and interpretive skills. History Day projects, documentaries or otherwise, present challenges for secondary students. I would certainly provide more guidance and scaffolds for students when engaging in this depth of research and during the construction phase of their physical artifact. Success on these projects grows from the process, which is always rewarding to cultivate. Reading journals are also incorporated into my curriculum. One addition that I include to reading journals beyond my artifacts is to try encourage students to make connections between modern-day issues or situations and the historical topics the students have read about and explored. I have successfully integrated these reading journals into into both Minnesota Studies courses for 6th graders and U.S. Government courses for 12th graders. Establishing contemporary relevance usually increases engagement while providing students with a space to express their passions.
The AHA outlines five historical thinking skills students should develop in a history course. Through the use of research projects like National History Day, text- analyzing and -synthesizing assignments like reading journals, and presentations about historical topics and their contemporary relevance, my goal is to help students develop each of those five AHA skills. Historical inquiry requires students to be able to examine and analyze both primary and secondary sources independently, but students truly experience the work of historians when analysis is joined with synthesizing different sources. My hope is that students leave my classroom having done the work of historians.