‘the truth is that if we rely on previous sources’: Students write history. A case study in a Chilean school

Abstract

This study analyzes historical texts written by Chilean 8th-grade students during a didactic sequence based on heuristics from the Stanford History Education Group. Using sourcing, contextualization, and corroboration strategies enabled students to write interpretations that are more complex. They also constructed historical arguments autonomously, guided by the teacher, the article’s first author. Our findings reveal a non-linear learning process in historical inquiry and writing in the classroom. We argue that teaching historical writing should aim to build democratic schools committed to social justice. However, we caution that an excessive focus on heuristics may inhibit the discussion of historical interpretations and controversies, resulting in more skillful but not necessarily more democratic students. We call for reflection on this key challenge for contemporary social studies education.