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TPS Quarterly

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This issue explores how teachers can use primary sources to help students develop historical thinking skills.

Sourcing, contextualizing, close reading, corroborating, and other habits of professional historians help K-12 students understand the past as more than just static events and dates. History becomes personal and relevant to students when they use historical thinking strategies to interpret primary sources, guided by their own inquiry and analysis.

This issue presents strategies and resources for teachers to help students begin thinking like historians using digitized primary sources from the Library of Congress Web site. As Sam Wineburg, a professor of education and of history at Stanford University, writes in this issue's featured article, students need historical thinking strategies not only to interpret content in the classroom but also to think critically about information they receive from countless sources in their daily 21st century lives.