Abstract
This article investigates the logic and significance of history learning theory as "doing history." This article focuses on Wineburg's approach of "reading like a historian." This approach applies the historian's reading strategies to learning history. First, this study focuses on the concept of "disciplinary literacy" suggested by Shanahan and Shanahan. The concept focuses on history, science, mathematics, literature, or other subject matter. Second, this study analyzes the approach of reading like a historian. This approach consists of the strategies of sourcing, contextualizing, close reading, and corroborating. Related teaching strategies focus on the concept of "scaffolding" in the study of learning science. Third, this study analyzes two lesson plans based on this approach. The first lesson plan is "What happened at Lexington Green?" and the second lesson plan is "Electricity and women's work." Of these lesson plans, the former intends to develop sourcing skills and the latter intends to develop corroborating skills. Results produced two point of significance. First, this approach focuses primarily on reading for author's intent and assumptions, for which the strategies of sourcing and corroborating are particularly important. Second, this approach focuses on investigating differences and contradictions among resources. Thus, this approach organizes a dialogue process as a historian would.
