National Center for History in the Schools

Overview

One of the defining features of historical narratives is their believable recounting of human events. To read such accounts with understanding, students must learn to recognize the chronological structure through which the narrative develops-its beginning, middle, and end-and to identify such basic elements of the narrative structure as the characters involved, the situation or setting in which the narrative takes place, the sequence of events through which the story unfolds, the initiating or causal event(s) that led to these developments, and the results or consequences of these actions. 

Beyond providing a believable recounting of human events, historical narratives also have the power to disclose the intentions of the characters involved, the difficulties they encountered, and, as Jerome Bruner has observed, the "psychological and cultural reality in which the participants in history actually lived." To read historical stories, biographies, autobiographies, and narratives with comprehension, therefore, students must develop the ability to read imaginatively, to take into account what the narrative reveals of the humanity of the individuals involved-their probable motives and intentions, their hopes, doubts, fears, strengths, and weaknesses. Comprehending historical narratives requires, also, that students develop the ability to describe the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, arts, artifacts, and the like; and to avoid "present-mindedness," not judging the past solely in terms of the norms and values of today, but taking into account the historical context in which the event unfolded-the values, outlook, crises, options, and contingencies of that time and place.  

Acquiring these skills begins in the early years of childhood through the use of superbly written stories and biographies that capture children's imagination, evoke the ethos and perspectives of the past, and provide an important foundation for students' continuing historical study. 

Beyond these important outcomes, students in grades 3 and 4 should also develop the skills needed to comprehend historical narratives that explain as well as recount the course of events. These skills include: (1) identifying the central question the historical narrative seeks to answer; (2) defining the purpose or point of view from which the narrative has been constructed; (3) following the historical explanation with meaning; and (4) recognizing the cues that signal how the author has organized the text. 

Comprehending these historical narratives will also be facilitated if students are able to draw upon the data presented in historical maps, graphics, and a variety of visual sources such as historical photographs, political cartoons, paintings, and architecture in order to clarify, illustrate, or elaborate upon the information presented in the text.  

STANDARD 2
The student comprehends a variety of historical sources:
Therefore, the student is able to

1. Identify the author or source of the historical document or narrative.
2. Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed. 
3. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed.
4. Read historical narratives imaginatively, taking into account (a) the historical context in which the event unfolded-the values, outlook, crises, options, and contingencies of that time and place; and (b) what the narrative reveals of the humanity of the individuals involved-their probable motives, hopes, fears, strengths, and weaknesses.
5. Appreciate historical perspectives--the ability (a) to describe the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, arts, artifacts, and the like; and (b) to avoid "present-mindedness," judging the past solely in terms of present-day norms and values.
6. Draw upon data in historical maps in order to obtain or clarify information on the geographic setting in which the historical event occurred, its relative and absolute location, the distances and directions involved, the natural and man-made features of the place, and critical relationships in the spatial distributions of those features and the historical event occurring there.  
7. Draw upon the visual and mathematical data presented in graphs, including charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers to clarify, illustrate, or elaborate upon information presented in the historical narrative. 
8. Draw upon the visual data presented in photographs, paintings, cartoons, and architectural drawings in order to clarify, illustrate, or elaborate upon information presented in the historical narrative. 

>> Standard 3, Historical Analysis and Interpretation