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Example of Going Through Each Frame Based off of the Brainstorming Strategy from Step 2 (link)

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Example of Going Through Each Frame Based off of the Brainstorming Strategy from Step 2 (link)

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Example Contextualization for Padlet (Step 4)

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Dawson, I. (2009). What time does the tune start?: From thinking about 'sense of period' to modelling history at Key Stage 3. Teaching History , 50-57.

Havekes, H., Van Boxtel, C., Coppen, P.-A., & Luttenberg, J. (2012). Knowing and doing history A conceptual framework and pedagogy for teaching historical contextualisation. International Journal of Historical Learning, Teaching and Research, 72-93.

Van Boxtel, C., & Van Drie, J. (2004). Historical Reasoning: A Comparison of How Experts and Novices Contextualise Historical Sources. International Journal of Historical Learning, Teaching and Research, 89-97.

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Bailey, K. (2017, October 3). Evaluating Historical Sources. Retrieved from Community of Online Research Assignments: https://www.projectcora.org/assignment/evaluating-historical-sources

Dictionary of Archives Terminology. (2021, July 12). Archives. Retrieved from Dictionary of Archives Terminology: https://dictionary.archivists.org/entry/archives.html

Digital Public Library of America . (2021, July 7). Retrieved from Digital Public Library of America (DPLA): https://dp.la/

GVSU Library . (24, July 2021). Digital Collections. Retrieved from GVSU Library : https://digitalcollections.library.gvsu.edu/

Instruction, G. L. (2020, April 28). Primary and Secondary Sources. Retrieved from YouTube : https://www.youtube.com/watch?v=XnR20-MPvsI

RUPINSKI, L. (2021, July 2). SPECIAL COLLECTIONS & UNIVERSITY ARCHIVES: HOME. Retrieved from GVSU Library Guides : https://libguides.gvsu.edu/c.php?g=661905&p=4649511

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GVSU Knowledge Market . (2021, July 16). Brainstorming Strategy: Asking Questions. Retrieved from Knowledge Market : https://www.gvsu.edu/library/km/brainstorming-strategy-asking-questions-24.htm

National University of Ireland Galway. (2020, January 24). Wikipedia - Research & Contributing: Using Wikipedia for Research. Retrieved from National University of Ireland Galway Library Guides : https://libguides.library.nuigalway.ie/c.php?g=579892&p=4002374

University of Pittsburgh Library. (2021, February 23). Course & Subject Guides. Retrieved from Pittsburgh Library Guides : https://pitt.libguides.com/wikipedia/prosandcons

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Bloom, P., & German, T. (2000). Two reasons to abandon the false belief task as a test of theory of mind. Cognition, 25-31.

Huijgen, T., Van Boxtel, C., Van de Grift, W., & Holthuis, P. (2014). Testing elementary and secondary school students’ ability to perform historical perspective taking: the constructing of valid and reliable measure instruments. European Journal of Psychology of Education, 653-672.

OER Project. (2020, May 6). Contextualization | World History Project. Retrieved from Youtube: https://www.youtube.com/watch?v=0UKhGEhkwLw&t=105s

Rothstein, R. (2004). We Are Not Ready to Assess History Performance. Journal of American History, 1381-1391.

University of Minnesota Libraries . (2021, February 6). Putting Sources into Historical Context. Retrieved from https://web.archive.org/web/20210206055414/https://www.lib.umn.edu/bell/Historical%20Context

Van Boxtel, C., & Van Drie, J. (2012). That's in the time of the Romans! . Cognition and Instruction , 113-145.

Van Drie, J., & Van Boxtel, C. (2008). Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past. Educational Psychology Review, 87-110.

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Miller, E. (2021, May 21). Accessibility and Padlet. Retrieved from Padlet: https://padlet.com/about/accessibility

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Using the ideas you generated from answering the knowlesge Market questions in step 2 you can begin to elaborate on events, people, or organizations that are appropriate for your topic in each of those three frames.

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In step 2 we worked on asking basic historical questions to develop our prompt. Now that we have some general ideas surrounding our topic we can begin to look at the specific implementation of historical contextualization. Typically contextualization is situated at the beginning of your paper or research in order to set the stage for your argument. History education literature defines historical contextualization in terms of the chronological (temporal), geographical (spatial), and social frames.

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Advantages of Using Wikipedia Source (Link)

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Advantages of Using Wikipedia Source (Link)

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Skip to main content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Michael Scott on Wikipedia

" Wikipedia is the best thing ever. Anyone in the world can write anything they want about any subject, so you know you are getting the best possible information. "

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LibGuides: Wikipedia - Research & Contributing: Using Wikipedia for Research

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Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. " Wikipedia is the best thing ever.

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Skip to main content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

Course & Subject Guides

Strengths

1. Wikipedia is completely free, providing access to information on millions of topics to anyone with Internet capabilities.

2. Wikipedia is constantly updated by the hour. In comparison, print encylopedias are usually updated annually.

3. Wikipedia is a great place to start your research, giving you background information on your topic and possible keywords to help you conduct more in-depth research elsewhere.

4. Sources used in the articles are cited, allowing further investigation into any topic.

Weaknesses

1. Anyone can create, edit, or delete Wikipedia articles.

2. Wikipedia articles cannot be considered scholarly, because we know nothing about the contributors.

3. Articles are works-in-progress, meaning changes are constantly occuring to the information. When an article is first published, the information might waver back and forth between viewpoints before achieving a neutral tone. Viewing the behind-the-scenes discussion can be a valuable way of learning about those varying perspectives.

4. Sometimes articles are vandalized, whether for fun, as a hoax, or because the subject is controversial.

5. The intended audience can vary-- some articles are written from a insider's view, with highly technical language, while some are written for a more general audience. This can be both frustrating and valuable depending on what one is looking for, and either way is a warning sign that the information can be inconsistent.

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LibGuides: Wikipedia: Strengths and Weaknesses

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Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. Course & Subject Guides 1.

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Using the Brainstorming Strategy with an Example Prompt (link)

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Using the Brainstorming Strategy with an Example Prompt (link)

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Example Contextualization for Padlet (Step 2)

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Accessibility Statement from Padlet (link)

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Accessibility Statement from Padlet (link)

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To achieve this objective, this Padlet is set up into five unique steps and should take approximately 25-30 minutes to complete. Progressing to the next step involves navigating in a horizontal manner. Like any research, performing historical contextualization is not a cut and dry linear process. Instead, students are encouraged to treat contextualization as an iterative process where they can go between steps or back to previous steps at any point.

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GVSU's Digital collections Website (link)

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GVSU's Digital collections Website (link)

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Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third...

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Some intricacies need to be explained in order to best utilize this padlet. First, for each image in this padlet you can click on it to enlarge it. Second, to open videos in a new tab you have to click the video once, then click arrow in the box at the bottom right corner.

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Traditionally, learning history implied memorizing important facts and dates from the past. Rothstein (2004) noted that history teachers often assess only the factual background of history and not students’ ability to perform historical reasoning/contextualization. However, scholars and other educational professionals have widely agreed that history education should involve more than the simple learning of facts. Therefore, historical reasoning competencies, such as determining causality, investigating sources, asking rich historical questions, and performing historical contextualization, have become increasingly important in Western history education over the last two decades. As a result, historical  contextualization has become included in the formal history curricula of many countries, such as the USA, Australia, Belgium, Canada, Finland, Germany, the Netherlands, Spain, and the UK.

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Brainstorming questions from Knowledge Market Website (image) 

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Brainstorming questions from Knowledge Market Website (image) 

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Importance of Utilizing Primary Sources (image)

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Importance of Utilizing Primary Sources (image)

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The Framework for Historical Contextualization 

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The Framework for Historical Contextualization 

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(a) The chronological (temporal) frame includes knowledge of time and period, significant events, and developments (Dawson 2009; Wilschut 2012).

(b) The geographical (spatial) frame focuses on knowledge of locations and scale (Havekes et al. 2012).

(c) The social frame includes not only knowledge of human behavior and the social conditions of life but also knowledge of socio-economic, socio-cultural, and socio-political developments (Van Boxtel and Van Drie 2004).”

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DPLA provides free digital access to banned books

DPLA has launched The Banned Book Club to ensure that all readers have access to the books they want to read. The Banned Book Club makes e-book versions of banned books available to readers in locations across the United States where titles have been banned via the free Palace e-reader app.

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The Digital Public Library of America brings together the riches of America's libraries, archives, and museums, and makes them freely available to the world.

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While GVSU's special collection may be limited, the Digital Public Library of America (DPLA) compiles millions of materials from libraries, archives, museums, and other cultural institutions from around the United States. Because of this, the DPLA offers a much more comprehensive archives where you can search for primary and secondary sources.

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By clicking on the "Collections Overview" heading you will be able to see what types of primary sources/collections GVSU has on campus to explore. Because this is an institutional archives, sources within each of those broad collections will be limited.

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Library Guide on GVSU's Special Collections and University Archives (link)

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Library Guide on GVSU's Special Collections and University Archives (link)

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Subject Guides: Special Collections & University Archives: Home

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An introduction to conducting research at GVSU's Special Collections & University Archives

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An archive is a collection of historical documents or records providing information about a place, institution, or group of people and preserved because of their continuing value. The archives is a great place to find unique primary sources about historical events.

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Quick Guide to Primary and Secondary Sources (image)

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Quick Guide to Primary and Secondary Sources (image)

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GV Video on Primary and Secondary Sources (link)

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GV Video on Primary and Secondary Sources (link)

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In order for students to have the most success in utilizing historical contextualization, a baseline understanding of the sources they could encounter must be established. Most important among them is the distinction between primary and secondary sources as well as the function of the archives.

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When starting to go through your prompt development, it's perfectly okay to use sources like Wikipedia to get more background information on your topic before diving into more dense academic articles. However, there are some shortcomings to be aware of while using Wikipedia.

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Using this resource as a guide will help you develop your prompt and ideas surrounding the particular time period for your research by thinking about "who, what, when, where, how and why". In addition, the "related links" section at the bottom of this page could be useful to develop your topic.

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Brainstorming is the process by which ideas are produced using techniques like concept mapping, free-writing, etc. Choosing a topic can be a difficult process when starting an assignment, writing a paper, or working on an oral presentation. Brainstorming can be used to choose a topic or narrow down a more broad topic.

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Before you can think about contextualization more complexly, conducting background research and asking basic historical questions is imperative to choosing a specific topic. If a prompt has already been decided this step can help specify and focus in on your topic.

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World History Project Video about Presentism (link) 

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World History Project Video about Presentism (link) 

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Contextualization | World History Project

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This Padlet is designed to assist students in understanding the importance of contextualization in historical research as well as the basic structure of how to incorporate historical contextualization into your own writing by using an example to illustrate the process.

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Step 4 - Specific Way to Investigate Historical Contextualization

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Step 4 - Specific Way to Investigate Historical Contextualization

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Step 3 - Understanding Historical Sources 

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Step 3 - Understanding Historical Sources 

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Step 2 - Asking Historical Questions/Prompt Development  

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Step 2 - Asking Historical Questions/Prompt Development  

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Social psychology research has shown that younger students especially find it very difficult to take another person's perspective, specifically when that other person does not have the same knowledge as the students. For example, Huijgen and colleagues observed students in a classroom setting answer this question posed by their teacher: "‘Can you explain why people in Germany voted for Hitler in the 1930s?’ They noted that nearly all the students responded that they could not understand why anyone would vote for such "a terrible and evil leader, who was responsible for the deaths of millions". Only one student in that class described the historical context of Germany in the 1930s. The student concluded that some people may have voted for Hitler in response to "the poor economic circumstances, Germany's anger over the Treaty of Versailles, and widespread calls for a strong leader" (Huijgen, (et.al) Van Boxtel, Van de Grift, & Holthuis, 2014). By not being able to take the perspective of a historical character or event students risk falling into the trap of presentism and overlooking vital information and ideas.

*Note: Presentism is core to this example and is explained in the video.

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Incorporating historical contextualization into your research is a straightforward way to increase your credibility and authority. More specifically, by including multiple primary and secondary sources you create a reliable foundation for your research. By drawing information from a variety of sources it becomes easier to present a less biased view of your topic.

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Definition of Historical Contextualization 

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Definition of Historical Contextualization 

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First, we need to define historical contextualization. Put simply, historical contextualization involves a "person organizing information about the past in order to describe, compare, and/or explain historical phenomena” (Van Boxtel & Van Drie 2008). Later on in step 3 we will look more critically at historical contextualization in terms of evaluating the chronological (temporal), geographical (spatial), and social frames.

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Step 1 - Why Historical Contextualization is Important

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Step 1 - Why Historical Contextualization is Important

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Introduction to Performing Historical Contextualization 

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Introduction to Performing Historical Contextualization 