To open the session, we will briefly present the findings of our research collaboration, in which we brought together our expertise in history and history education to find out whether and how historiography can be translated into high school curriculum. We designed curricular materials and a think-aloud study to explore the potential advantages and challenges of introducing historiography into the secondary classroom. We found that students’ work with primary sources did not fully prepare them to grapple with secondary historical texts. But we also found that historiography-based documents, paired with dialogic instructional scaffolds, helped students engage in intellectually rich and nuanced analysis of historical evidence. Our article based on this study will appear in Cognition and Instruction in 2022.

We will then engage participants in successive discussion rounds centered on two questions. (1) As we create a more extensive repository of historiography-based curricular resources - what content guidelines do participants suggest? What topics are of greatest potential interest? And (2) What forms of collaborations would participants like to join as we build a historiography-based repository of curricular materials? What contributions would historians be willing to make? How would teachers contribute?

Gathering this information will inform our efforts to establish a collaborative program in which teachers and historians would work together, using our research and curriculum model as a vehicle for creating engaging and effective materials for teaching with historiography in the secondary context.