Why is it important to consider historical context when making a historical interpretation

What is historical interpretation?

Historical interpretation is the process by which we describe, analyze, evaluate, and create an explanation of past events. We base our interpretation on primary [firsthand] and secondary [scholarly] historical sources. We analyze the evidence, contexts, points of view, and frames of reference. Yes, it is a complicated process, but historical thinking improves with practice. Interpretation might explore causality (what made something happen), processes (revolutions, economic depressions), conflicts (social class, race, gender), historical outcomes (effects of past events), or many more topics (creative thinking).

So what are primary sources in history? We get this definition of primary sources from the Society of American Archivists.

"Material that contains firsthand accounts of events and that was created contemporaneous to those events or later recalled by an eyewitness. � Primary sources emphasize the lack of intermediaries between the thing or events being studied and reports of those things or events based on the belief that firsthand accounts are more accurate. Examples of primary sources include letters and diaries; government, church, and business records; oral histories; photographs, motion pictures, and videos; maps and land records; and blueprints."

Historical Interpretation requires synthesizing (combining) a variety of evidence, primary and secondary (critical thinking). Historical thinking involves the ability to arrive at meaningful and persuasive understandings of the past by applying all the other historical thinking skills, by drawing appropriately on ideas from different fields of inquiry or disciplines and by creatively fusing disparate, relevant (and perhaps contradictory) evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present. These insights (secondary sources) may come from social science theories and perspectives and/or the writings of other historians (historiography).

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The above adapted by Prof. Slatta from materials developed by AP Central, Collegeboard.com.

Another view of historical interpretation

adapted from Richard Drew [UK]

Interpretations are in essence thoughtful efforts to represent and explain past events. Interpretations include 3 vital elements:

1. Purposeful, thoughtful efforts--Interpretations are conscious reflections on the past, not simply irrational spur-of-the-moment opinions. Take time to apply logic and organization to your explanation of the past-not merely emote or react to the evidence.
2. Representations--Interpretations are efforts to give an audience an image or description of the event/issue being focused on. We cannot recreate the past perfectly, but we can try to represent faithfully how events transpired by ground our version in the historical evidence.
3. Past events--Interpretations are the reflections of those of us studying the past, not of the participants in those events. We refer to the collection representations of the past done by historians as historiography. The views of participants from the past constitute our primary sources or historical evidence. Without the process of reflection removed from the event by time the creator of the view is inevitably partially influenced by the impact the person/event had on them.

Put these 3 elements together, linking them to the historical evidence surrounding your topic. The result will be a defensible, intelligible historical interpretation.

This blog post is the second in a series discussing characteristics to consider when selecting primary sources to use with your students.

Administering the oath to four volunteers, 1942

How many historians are there in your classroom?

When students think like historians, they go beyond memorizing names and dates. Instead, they construct their own understanding of historical events by piecing together evidence from multiple sources — both primary and secondary.

So how can you help your students think like historians? As discussed in Part I of this series, it starts with selecting accessible primary sources that will engage your students and invite them to investigate further.

If the goal is for students to analyze primary sources and piece together evidence to construct new knowledge, then it is important for teachers to select primary sources with enough information for students to place the photograph, diary entry, or map into historical context.

Oakland, Calif., Feb. 1942

Understanding the historical context of a primary source is critical for understanding the attitudes and influences that shaped the creation of the primary source. If not placed into historical context, a primary source’s true meaning might be misinterpreted.

Here are some characteristics to look for when selecting primary sources that your students will be able to place in historical context:

• Bibliographic information: How detailed is the item’s bibliographic record? Do your students need a primary source with a more descriptive bibliographic record so they can find more leads for their research project?
• Creator name and creation/publication date: Are the creator’s name and creation date available on the primary source or in the bibliographic record? Are you studying point of view and therefore need to identify the creator of a particular primary source?
• Time and topic under study in your classroom: What is the time and topic under study in your classroom? Is the source considered a primary source (created at the time under study) or a secondary source (accounts or interpretations of events created by someone without firsthand experience)?
• Contextual clues: Are there clues within the primary source that will help students place the primary source into context? Will students identify clothing or technology from a certain time period?
• Extraneous markings or annotations: Will Library of Congress cataloger’s notes or other markings distract your students and interfere with their ability to place the primary source into historical context?

High school class, Manzanar Relocation Center

Take a close look at the primary sources included in this blog post. Select one primary source that you feel provides sufficient information for your students to place the item in historical context and tell us why you chose it. Don’t forget to let us know the grade level you teach!

Stay tuned. The next post in this series will focus on considering perspective when selecting primary sources.

Why is it important to consider the historical context?

Why is it important to consider the historical surrounding an event when making a historical interpretation?

What does historical context mean?