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Historical Thinking Chart

The document outlines a Historical Thinking Chart that includes skills for sourcing, contextualization, corroboration, and close reading of historical documents. It provides guiding questions and prompts for students to analyze authors' perspectives, evaluate reliability, and understand the context of documents. The goal is to enhance students' ability to critically engage with historical texts and develop informed interpretations.

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gerardatlasthe5th
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23 views1 page

Historical Thinking Chart

The document outlines a Historical Thinking Chart that includes skills for sourcing, contextualization, corroboration, and close reading of historical documents. It provides guiding questions and prompts for students to analyze authors' perspectives, evaluate reliability, and understand the context of documents. The goal is to enhance students' ability to critically engage with historical texts and develop informed interpretations.

Uploaded by

gerardatlasthe5th
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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HISTORICAL THINKING CHART

Historical Reading Questions Students should be able to . . . Prompts


Skills
• Who wrote this? • Identify the author’s position on • The author probably
Sourcing • What is the author’s perspective? the historical event believes . . .
• When was it written? • Identify and evaluate the author’s • I think the audience is . . .
• Where was it written? purpose in producing the • Based on the source
• Why was it written? document information, I think the author
• Is it reliable? Why? Why not? • Hypothesize what the author will might . . .
say before reading the document • I do/don’t trust this document
• Evaluate the source’s because . . .
trustworthiness by considering
genre, audience, and purpose

• When and where was the document • Understand how context/ • Based on the background
created? background information influences information, I understand this
Contextualization • What was different then? What was the content of the document document differently
the same? • Recognize that documents are because . . .
• How might the circumstances in products of particular points in • The author might have
which the document was created time been influenced by _____
affect its content? (historical context) . . .
• This document might not give
me the whole picture
because . . .

• What do other documents say? • Establish what is probable by • The author agrees/disagrees
Corroboration • Do the documents agree? If not, comparing documents to each with . . .
why? other • These documents all agree/
• What are other possible • Recognize disparities between disagree about . . .
documents? accounts • Another document to
• What documents are most reliable? consider might be . . .

• What claims does the author make? • Identify the author’s claims about • I think the author chose these
Close Reading • What evidence does the author use? an event words in order to . . .
• What language (words, phrases, • Evaluate the evidence and • The author is trying to
images, symbols) does the author reasoning the author uses to convince me . . .
use to persuade the document’s support claims • The author claims . . .
audience? • Evaluate author’s word choice; • The evidence used to support
• How does the document’s language understand that language is used the author’s claims is . . .
indicate the author’s perspective? deliberately


DIGITAL INQUIRY GROUP INQUIRYGROUP.ORG

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