Colis, M. V. C., Reyes, W. M., & Garcia, E. B. (2016).

Teaching historical thinking skills through “reading like a historian”

method. The Normal Lights, 10(1).

Colis, Reyes, and Garcia argue that to truly understand history, we can't just passively read textbooks or memorize
dates. We need to actively engage with historical sources in a very specific way. They advocate for a method called
"Reading Like a Historian."

Let's break down what that means, because it's not just about speed-reading!

The Core Idea: Beyond Memorization

The authors are essentially saying that traditional history teaching often falls short because it focuses too much on what
happened, rather than how we know what happened and why it matters. They want us to move beyond simply recalling
facts and instead develop skills that historians themselves use.

What Does "Reading Like a Historian" Involve?

The article emphasizes several key historical thinking skills that are fostered by this method. Think of these as the tools
in a historian's toolbox:

1. Sourcing: This is about asking who created the source, when was it created, where was it created, and why was
it created?
o Teacher's Example: Imagine you're looking at a letter from a general during a war. Sourcing means you
don't just read the letter; you ask: Who is this general? What was their role in the war? What was their
motivation for writing this letter? Were they trying to rally troops, justify actions, or simply report facts?
Knowing this helps us understand the context and potential bias of the source.
2. Contextualizing: This means placing the document within its broader historical setting. What else was
happening at that time? What were the prevailing ideas, social structures, and political situations?
o Teacher's Example: If you're reading a document about the Philippine Revolution, contextualizing
means not just understanding the events described, but also knowing about Spanish colonial rule, the
rise of nationalism, the economic conditions, and the global political climate of the late 19th century.
Without this context, the document might seem isolated or its significance misunderstood.
3. Corroborating: This is crucial! It means comparing information from multiple sources to see if they agree or
disagree. Do other sources support the claims made in this document? If there are discrepancies, why might
that be?
o Teacher's Example: If one historical account says a battle lasted three hours, but another says it lasted
an entire day, we need to corroborate. We'd look for more sources – diaries, official reports, other
historians' accounts – to try and figure out which is more accurate, or to understand why the accounts
differ. This helps us identify bias, error, or different perspectives.
4. Close Reading: While seemingly simple, close reading in this context means paying very careful attention to the
language used, the specific arguments made, and the underlying assumptions within a document. What words
are chosen? What is emphasized or omitted? What is the author's tone?
o Teacher's Example: Reading a speech from a historical figure isn't just about the main points. It's about
analyzing the rhetoric, the emotional appeals, the metaphors used. Are they trying to inspire, persuade,
or intimidate? This level of detail helps us understand the author's intent and impact.

Why is This Method Important, According to Colis, Reyes, and Garcia?

The authors suggest that by teaching students to "read like a historian," we are not just teaching them history; we are
teaching them:

• Critical Thinking Skills: They learn to question, analyze, evaluate, and synthesize information. This is valuable far
beyond the history classroom.
• Evidence-Based Reasoning: They learn that historical claims need to be supported by evidence, and they learn
how to evaluate that evidence.
• Understanding of Multiple Perspectives: By comparing different sources, students realize that history isn't a
single, monolithic narrative, but a complex interplay of different viewpoints and interpretations.
 • Empathy: By trying to understand the context and motivations of people in the past, students can develop a
greater sense of empathy.

Implications for Us as Students and Future Historians

What does this mean for us?

It means that when you're studying history, don't just passively absorb the information. Be an active detective!

• When you encounter a primary source (like a letter, a photograph, a diary entry), ask yourself: Who made this?
When? Why? What was happening around them?
• When you read secondary sources (like textbooks or articles by historians), consider the author's argument and
the evidence they use. Do they corroborate with other things you've learned?
• Don't be afraid to question and think critically. History is an ongoing conversation, not a set of absolute,
unchanging facts.

Colis, Reyes, and Garcia's article is a strong reminder that history is not just about the past; it's also about the skills we
develop to understand and interpret that past. By mastering these "reading like a historian" skills, you'll not only
become a better historian but also a more informed and critical citizen of the world.

ttps://www.21socialstudies.com/blog/historiography

We often think of history as a fixed set of facts, right? But what if I told you that how we write and understand
history changes over time? That's where historiography comes in.

Based on the article from 21 Social Studies, here's a digest of what historiography is and why it's so important, especially
for us studying history:

• What is Historiography? It's essentially the study of historical writing itself. It looks at how and why historical
perspectives change over time, considering the social and political context in which historians work. Think of it
as "the history of history."
• Why Teach It in Social Studies? Even young students can grasp this concept. It helps us understand that history
isn't just a list of events, but an ongoing interpretation.
• Understanding the Nature of History First: Before diving into historiography, it's crucial to understand how
history is made. We need to see the relationship between past events, the evidence we have, the historians
who interpret that evidence, and the historical accounts they create.
• Start with What Students Know: To make historiography relatable, it's good to begin with popular examples
that connect to students' own experiences.
• Historians Use More Than Primary Sources: Real historians don't just look at primary documents. They also
read what other historians have written and analyze how those historians used their evidence. We should do
the same!
• Ask Key Questions: You can apply a set of critical questions to various secondary sources—like textbooks,
documentaries, or historical sites—to analyze their historical perspective.
• Textbooks as Artifacts: Consider your history textbooks as historical artifacts themselves. Ask:
o What information is included or not included?
o How are different events and people portrayed?
o What images or visuals were chosen, and why?
• Assessing Historiography Skills: There are resources, like the Stanford History Education Group's "Beyond the
Bubble" assessments, that can help evaluate how well students are developing these skills.
• It's Challenging, But Achievable: Teaching historiography isn't the easiest task, but with the right tools and
support, it's definitely something we can master!

In essence, understanding historiography helps us realize that history is a dynamic field of study, constantly being re-
evaluated and reinterpreted. It makes us more critical consumers of historical information!
Salevouris, M. J. (2015). The methods and skills of history: A practical guide. John Wiley & Sons.

This isn't a book about a specific historical period or event. Instead, it's a foundational text that helps us understand
how historians actually work. It demystifies the process of historical inquiry and equips you with the tools necessary to
become a more effective historical thinker and researcher.

Think of it this way: if our previous discussions on "reading like a historian" gave you the mindset, Salevouris's book
provides the actual toolkit and instruction manual for using it.

So, what are the core takeaways and practical skills that Salevouris emphasizes in this guide? Here’s a digestion of its
key contributions:

• Understanding the Nature of History as a Discipline:

o The book likely starts by defining what history is and is not. It moves beyond history as just a collection
of facts to history as an interpretive discipline.
o It delves into the roles of objectivity, subjectivity, and interpretation in historical writing, acknowledging
that historians, while striving for accuracy, also bring their own perspectives to the sources.
• Mastering Historical Research Methods:
o This is where the "practical guide" really shines. Salevouris would walk you through the process of
conducting historical research.
o This includes identifying research questions, which is the crucial first step. You can't just randomly
gather facts; you need a guiding question.
o Locating sources: How do you find primary and secondary sources? This involves understanding
archives, libraries (both physical and digital), databases, and other repositories of historical evidence.
o Distinguishing between primary and secondary sources: Reinforcing why this distinction is so vital for
historical analysis.
• The Art of Source Criticism and Evaluation:
o This is where Salevouris would build upon the "reading like a historian" skills we discussed. He provides
more detailed techniques for:
▪ External Criticism: Verifying the authenticity of a source (Is it real? Is it what it claims to be?).
▪ Internal Criticism: Evaluating the reliability and credibility of the content within a source (Is the
information accurate? What are the author's biases or motivations? What was the context of its
creation?).
▪ Corroboration: The systematic comparison of multiple sources to confirm facts, identify
discrepancies, and build a more complete picture.
• Developing Historical Argumentation and Writing:
o It's not enough to just gather information; you need to be able to present it effectively. Salevouris
guides readers on:
▪ Formulating a clear thesis statement: Your central argument.
▪ Structuring a historical essay or research paper: How to organize your evidence logically and
persuasively.
▪ Using evidence effectively: Not just dropping quotes, but analyzing and interpreting them to
support your claims.
▪ Proper citation and referencing: The ethical and practical necessity of acknowledging your
sources to avoid plagiarism and allow others to follow your research.
• Ethical Considerations in History:
o A good guide will also touch upon the ethics of historical practice, emphasizing integrity, intellectual
honesty, and responsible scholarship.

In essence, Salevouris's "The Methods and Skills of History" serves as a comprehensive roadmap for anyone
embarking on historical inquiry. It moves you from passively consuming history to actively engaging with it, providing
you with the structured approach and critical tools that professional historians use every day.

So, if you're ever wondering, "How do historians do that?" this book is designed to give you the answers and the
practical skills to do it yourself. Any questions about what you think a book like this might cover, or what skills you're
most interested in developing?
How does "The Past" become "History"?.

• The Past (The Biggest Circle):

o What it means: This represents everything that has ever happened, every thought, every action, every
conversation, every tiny detail from the beginning of time, involving every single person in every place.
It's an infinite ocean of events.
o Example: Imagine absolutely everything that happened on planet Earth yesterday – every thought,
every ant moving a crumb, every raindrop falling, every quiet conversation, every private feeling. It's an
unimaginable amount of information.
• 2. Events Observed By Someone (The first slightly smaller circle):
o What it means: Out of that infinite past, we only have a chance to know about the events that were
actually witnessed or experienced by someone. If no one was there to see or feel it, it's completely lost
to history.
o Example: You had a private thought about what you want for dinner tonight. No one else observed that
thought. It's lost forever. But your classmate saw you raise your hand in class. That was observed.
• 3. Events Observed and Remembered (The next smaller circle):
o What it means: From the events that were observed, only the ones that people actually remembered
have a chance to make it into history. Our memories are fallible; we forget things, or we remember
them differently.
o Example: Your classmate saw you raise your hand, but they might have been distracted right after and
completely forgotten about it by the end of the day. So, even though it was observed, it's not
remembered. But you remembered raising your hand!
• 4. Events Observed, Remembered, and Recorded (The next smaller circle):
o What it means: Out of the events that were observed and remembered, only those that someone
bothered to record in some way—by writing it down, taking a picture, drawing a sketch, or making a
video—become potential evidence for historians.
o Example: You remembered raising your hand. But you didn't write it in a diary, tell a journalist, or get
captured on a school security camera. So, it wasn't recorded. However, the teacher wrote a note in their
lesson plan that "Student X participated well today," that's a record!
• 5. Events For Which We Have Surviving Records (The small, inner circle - "Raw Material"):
o What it means: From all the recorded events, only the actual records that managed to survive until
today are available to us. Fires, floods, wars, neglect, and just the passage of time destroy countless
records.
o Example: The teacher's lesson plan note about your participation might get lost, thrown away, or
damaged over the years. If it survives in the school archives, then it becomes a surviving record for a
future historian.
• 6. Available/Usable/Believable Records For a Given Historical Account (The smallest, shaded circle, the
"Historian's Cone of View"):
o What it means: Now, a historian comes along with a specific question or topic. From the vast number of
surviving records, they can only choose the ones that are:
▪ Available: They can actually find and access them.
▪ Usable: They are relevant to their specific question.
▪ Believable: They are credible and reliable sources.
▪ This is called the historian's "cone of view" because it's a very narrow focus on a tiny fraction of
what survived, which is itself a tiny fraction of the past.
o Example: A historian is studying "student engagement in schools in the 2020s." Your teacher's surviving
lesson plan mentioning your participation is available (in the archive), usable (relevant to engagement),
and believable (it's an official record). They choose to use it.
• 7. The "Historical Account" (The very bottom, narrow output):
o What it means: This is the final product: the book, article, documentary, or presentation that the
historian creates. It's their interpretation and story based only on the records they found, selected, and
analyzed. It's a carefully constructed narrative, a tiny window into the immense past.
o Example: The historian writes a chapter about student engagement and includes a sentence like:
"Records show that even in routine classes, students actively participated, with examples such as a note
in a 2025 lesson plan mentioning a student's engaged questioning."