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Students as Historians: The Historical Narrative Inquiry Model's Impact on Historical Thinking and Historical Empathy

The dissertation explores middle-school students' abilities to engage in historical thinking. I dispute the Hallam-Piaget model, which discourages analytical thinking through the assumption that children lack skills to think critically about history. My historical narrative inquiry model (1) teaches procedural knowledge (the process of "doing" history); (2) enhances interpretative skills; (3) cultivates historical perspectives based upon evidentiary history; and (4) encourages student authorship of historical narratives. In the fall semester of 2006, with a classroom of twenty-five seventh-graders, I initiated a research study designed to explore the impact of the historical narrative inquiry model through a sequence of thirty-two lessons. The lessons involved small- and large-group activities, including oral presentations, discussions about primary documents, and consideration of the relation between narratology and the creation of written history. Students generated their own historical narratives in order to articulate their perspectives. Eight students having varied reading-level proficiency served as primary participants in the study. Each of these students received pre- and post-intervention interviews. Outcomes reflected the enhancement of pedagogy intended to facilitate historical thinking and historical empathy in the classroom.

I presented the seventh-graders in the study with a variety of secondary
narratives and autobiographical accounts relative to the experiences of people in
the Texas Revolution ... Their written essays displayed varying degrees of
sophistication, depending upon the students' reading and writing abilities.
Recognizing and understanding what a historical narrative is proved the most
problematic. ... from fiction and other narrative texts) may have alleviated the
students' misunderstandings.