Historical Literacies Module

~ A Module for Learning ~

By the end of the module you should be able to:

• Define historical literacy.
• Define historical thinking.
• Use support tools to read objects and texts to activate historical thinking skills.
• Articulate how historical literacy allows one to have a deeper understanding of the world around them.

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Prior to getting settled, please download a copy of this organizer or a journal for writing.

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Introduction to Historical Literacy

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You have just demonstrated skill in one element of historical thinking: Causality.

• Understanding causality allows you to trace threads that connect historical moments. Deep understanding of causality in historical thinking leads to awareness that there is never just one cause that leads to an outcome.

Now let’s look at a second element of historical thinking: Contingency.

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Now let’s look at a third element of historical thinking: Context.

• Did you know that there are people who have never seen a smartphone? Looking at this data map, how might you deepen your understanding of what life without a smartphone might look like beyond your personal context? If you have time, read the full article to go even deeper into this thinking.

The ability to use historical thinking skills in order to think critically about the world around us is historical literacy. Watch this video to hear more about it.

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Developing Historical Literacy

Important: We develop historical literacy by learning how to read primary and secondary sources, including images, videos, and objects, with a critical lens. For more information on primary and secondary sources, feel free to consult or consult this research guide from the University of Massachusetts.

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Let’s apply historical thinking while we examine an object from the Museum of Early Trades and Crafts in Madison, NJ. What is this object?

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Let’s use historical thinking to read this object. Watch this video that explains the historical reading skills outlined in the following chart. 

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Historical Reading Skills	Questions
Sourcing Ask the who, what, where, when, and why of the object.	– Who made this object; did they make it for themselves or for someone else? – Is this object man-made, manufactured, or natural? – When was this object created and/or found? – Where was this object created and/or found? – Why was this object made and for what purpose? – Is the object authentic or a replica? How do you know?
Contextualization Consider the setting during which the object was utilized and how it influenced its time, space, and place.	– When and where was the object made? – What were the circumstances of the time that impacted the object’s construction/use? – Was this object made with a purpose? – What societal changes prompted the need for the object? -What predated the object? Has it been replaced with something else? – How might the circumstances in which the object was made/used affect its material construction? – How does the object play a role in the events of the time?
Corroboration Examine the object against other sources and objects so that its authenticity can be tested; using multiple texts allows an individual to see multiple points of view.	– Is this object part of a collection? – What do other sources reveal about the object? – What do other sources add to your understanding of the object? – Are there other objects similar to it in form and function?  – What sources confirm the authenticity of the object?
Close Reading Take a closer look at the object by bringing in outside information and examining for clues that may connect to a person, time, or culture.	– What are the material qualities of the object? (Use your senses to determine.) – How many people used this object, and in what way(s)? – Does its creator impact the object’s value?  – Does its former or current owner determine its value? – What story does the object tell? – How does this object differ from others like it? What makes it unique?

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“Washington Printing Press

The Washington Press, manufactured from 1829 to 1910, was the most successful and popular iron hand-printing press in America. It was named in honor of the first American president by its inventor Samuel Rust. A New York printer and sometimes grocer, Rust, in 1821 improved the existing iron press of his day by designing a superior toggle that quickly and easily applied a lot of pressure on the plates. Then in 1829 he patented a frame design which was both stronger and lighter than competing models and importantly could be easily disassembled for shipping.

Rust’s competitor, R. Hoe & Co. recognized that his press was better than theirs and made several unsuccessful attempts to buy the patent rights. Finally in 1835 Rust was tricked into selling. A man came to Rust claiming that he had left the Hoe company and wanted to beat them at their own game. Rust thinking he had found a kindred sprit sold out to him for $3000. The buyer who had never really left Hoe turned around and passed the rights to them. R Hoe [ ] manufactured the Washington Press – including the Museum’s press which they built in [ ] into the next century.“

“Pulling the Devil’s Tail

The typesetter has to read and have nimble fingers, but not great strength. Once, however, had to be quite strong to operate a press, particularly a wooden one, and some apprentices never developed enough to do it. Printer were recognizable by the large muscle’s they developed on just the right side of their body from pulling the devil’s tail (the press’s handle).“

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Bring it Together! What do you understand about this object now that you have interrogated it? What questions still remain? How might you uncover answers to your questions?

See it in Action! Watch as Lauren describes her process of thinking about the printing press when she first encountered it. *Notice how Lauren uses historical thinking as she asks questions about the artifact.

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Moving from Objects to Written Texts

We can analyze texts with a tool called H.I.P.P.O., which is commonly shared in AP training.

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For example, look at the following object, in this case an advertisement from a runaway apprentice found in the Museum of Early Trades and Crafts.

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“It was not uncommon for apprentices to run away from their masters. There were many reasons for this, including restlessness, mistreatment and the lack of interest in the trade. Some apprentices left after realizing the with downturns in the economy, too many other apprentices, or technological advancements there would be limited call for the trade they were learning. Sometimes masters would offer large amounts for the return of their valuable apprentices but often the runaway notices were meant to simply make it hard for the apprentice to find a position elsewhere.”

“An Old Pelt Reward.

Ran away, a few days since an apprentice Boy name BARNABAS REDMAN, of about 19 1/2 years old, an ill-looking fellow, of a forbidding continence, clumsy in his address and deportment, of a morose aspect, much pitted with the small pox, bandy legged, and ill bred, having had his origin in the American army. Whoever will deliver said run away to the subscriber in Elizabeth Town, shall have the above reward.”

“N. B. The Printers in the United States, who would wish to discountenance runaways, will obliged a Brother Type by inserting the above in their respective papers. Any person harbouring or employing said boy will be prosecuted with rigor, and be considered an enemy to the welfare of printing. May 14, 1793.”

Bringing it All Together

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Please fill out this form once you have completed the module. PD certificates are available.

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