Teachers can use differing interpretations of historical events to help students move from memorizing events to analyzing and interpreting them.
The results of their analysis and interpretation are what we call secondary sources. As a high school history teacher, I use secondary sources to promote curiosity, engage students to evaluate evidence within an argument, and realize that history is complex because it is about people’s lives. For students, this becomes much more meaningful than memorizing a list of facts.
How to teach with secondary sources
Most historical articles are too lengthy and complex to be accessible for most students. High school teachers don’t have time to dedicate multiple class periods for students to read an entire article about a specific historical topic, especially one that covers only one standard.
The problem is that it’s time-intensive and difficult to plan for lots and lots of active learning, which is an instructional approach that engages students in discussions, problem-solving, group work, and hands-on projects. The active learning methodology encourages critical thinking, collaboration, and the application of knowledge.
Recognizing the difference between teaching to the test and developing test-specific thinking is essential. While teaching to the test narrows instruction, cultivating test-specific thinking builds flexible reasoning and real-world problem-solving that help students far beyond any assessment.
- Embedding Strategic Practice in Everyday Instruction
- Access Sample Tests So That Students Know What to Expect
- Hone Strategic Thinking Skills to Improve Test Performance
When presenting secondary sources, teachers should guide students through practices that promote evaluation of the author’s argument. First, as students are reading an excerpt, they should annotate or underline key names and vocabulary. Annotation helps students to actively read.
Using a meaningful excerpt can allow students to practice the skill of interpretation, which might even result in an argument that contradicts their textbook. This practice can also help students appreciate the nuance that goes into history and how different historians can view the same development differently.
