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skills of sourcing and contextualization still apply in literary texts

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Both require require critical text analysis. Both contemplate particular details and noticing minute distinctions.

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Both considered the author and their purpose when writing the memoir.
Both also relied on reading the section closely for analysis

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Similarities: Thinking deeply about audience and tone. Contextualization and sourcing

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Historical reading requires further contextualization and sourcing. It stretches towards considerations of the political agency and stance of associated forces, such as publishers

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still undecided. though during this lesson I was reminded that my favorite K-12 teacher used Child 44 when I was in 8th grade and I still remember how vivid some of the passages were. Did it teach me a lot about the USSR? no - I don't remember much about the history but I do remember the vivid nature of the text. Still unsold but a few inches closer to potentially using it than I was before

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Differences: More attention to literary devices and figurative language in literary reading

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Historical and literary reading can both be concerned with the point of view of the author or narrator and the context where they produced the text.
They both require close reading for details kept, omitted, and why

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sourcing, contextualization

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very similar but one focused more on how the author constructed the text and one focused more on how the text was influenced by history

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the literary reading focused on stylistic choices and how those related to the meaning and significance of the passage

the historical reading focused somewhat on word choice and style but required a much broader consideration of what was happening at the time of the book (ex. Jana's point about the French audience at the time)

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I could see using sections, excerpts, and parts of literary texts to help students get a better impression of a time period, event, or larger thing going on in the world (The Jungle for the second industrial revolution) I think it can help make clear to students what some stuffy text might struggle with

The question is how to use a source or text that may have certain language that is inappropriate or bigoted in a way that is still educational (How would you use like Tom Sawyer or Huckleberry Finn if you wanted to teach about antebellum south?)

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With historical thinking we spend a lot more time analyzing author intent, publisher intent, text motivations, various historical considerations, etc.

Literary analysis and thinking feels more more subjective/interpretative from a visual standpoint. We spend more time analyzing word and their meaning.

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There are a lot of possible angles for literary texts within each frame or skill. You could reasonably argue many different interpretations. Maybe with historical reading the range of acceptable interpretations based on context and sourcing are narrower.

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Maybe. I've always been overwhelmed by the volume of text in English classes - I generally struggled keeping up with the pace of English classes as a student. I think it is very useful to bring in a few excerpts, especially memoirs and biographical accounts, which altogether have very little distinction in authorial intent compared to primary documents.

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I would like to use them. I think they can boost engagement by humanizing the story. A lot of times we learn about horrific events in history and students do not feel the weight that this shit actually happened to human beings. We need to be able to feel that in history class. I would want to keep in mind that students will be confused about how literature factors into social studies and that we must scaffold for them the idea of interdisciplinary analysis.

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I think both require a great deal of creative thinking.

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I think I could use literary texts or portions of them as "documents" provided they are properly sourced

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when I think of a memoir, it humanizes the historical events and experiences we might be learning about in class. that's more of a "why" than a "how" I might use literary texts though

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Possibly, but probably only excerpts of passages. I don't think I personally could manage doing an entire book. But I like the idea of inserting it into what I already have

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I would love to use literature in my class. I think primary sources are fantastic for certain things, but sometimes it seems that if my goal is to help students develop empathy and understanding of historical groups/figures then a work of literature can feel much more emotionally visceral, be more entertaining, and be easier to access with less old timey language

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I, definitely, like the idea of using literary sources in my social studies classes. I would want to keep in mind that there does seem to be significant distinctions between historical/literary thinking, and that I want my students to understand these distinctions. Especially to eliminate any confusion, and or, misunderstandings.