Teaching Historical Thinking Skills through Reading like a Historian Method

Abstract

This study envisioned to give 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 a learning exemplar to grade six 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. Based on the results derived from the data gathered in this research, it may be inferred that the “Reading Like a Historian” method may be used to develop learner’s historical thinking skills. This conclusion yields to recommend further studies on teaching historical thinking skills using “Reading Like a Historian”; this method should be done in other History subjects and with other grade levels, for this will improve the teaching-learning situations and help in the academic achievements of the students in learning History.