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Developing Students’ Historical Literacies in the Classroom

With the adoption of the Common Core State Standards, the notion of disciplinary literacy has once again become a focal point in conversations concerning social studies curriculum and pedagogy. In his book, Building Students’ Historical Literacies: Learning to Read and Reason with Historical Texts and Evidence, Jeffery Nokes makes a clear distinction between general literacy practices and those that are specific to the discipline of history. Focused on the notion of historical literacy, Nokes’s book provides an artful and insightful exploration into how teachers might engage in disciplinary literacy within the history classroom. At a time when social studies and history education are once again subsumed within English Language Arts standards in the name of integration, Nokes’s work represents an important caveat by providing a clear articulation of the rich and complex process involved in developing historical literacy. Nokes argues: