Table of Contents
Content Home
Welcome
Module Overview
Pre-Assessment- Unit 1: History/Social Studies and CA CCSS for ELA/Literacy 6-12
- 1.1 History/Social Studies and the Shared Responsibility for Literacy
- 1.2 The Importance of Literacy in History/Social Studies
- 1.3 Organization of the CA CCSS for ELA/Literacy
- 1.4 Comparing the CA CCSS for ELA/Literacy to the History-Social Sciences Analysis Skill Standards
- 1.5 The Common Core Shifts for ELA/Literacy
- 1.6 Informational Texts in History/Social Studies: Primary and Secondary Sources
- 1.7 Text Complexity in History/Social Studies
- 1.8 Reading like a Historian and the CA CCSS
- 1.9 Supporting All Students in Content Literacy
- 1.10 Unit 1 Summary
- Unit 2: Close Reading in History/Social Studies
- 2.1 What is Close Reading?
- 2.2 Using Investigation/Inquiry-Based Instruction for Close Reading in History/Social Studies
- 2.3 Evaluating Sources and Using Evidence to Answer Text-Dependent Questions
- 2.4 Understanding the Author’s Point of View by Sourcing
- 2.5 Understanding Context of Historical Documents
- 2.5.1 Questions for Contextualization
- 2.5.2 Historical Point of View/Perspective
- 2.6 Reading for Evidence, Claims, and Argument
- 2.7 Corroborating Multiple Documents
- 2.8 Supporting English Learners and Struggling Readers with Historical Texts
- 2.9 Supporting Students with Learning Disabilities in Reading Primary Sources
- 2.10 Document-Based Whole-Class Discussion
- 2.11 Unit 2 Summary
- Unit 3: Implementing the CA CCSS in Civics and Government, Economics, and Geography
- Module Summary
- Post-Assessment
- Certificate of Completion
Resources- Module Evalutation
2.5.1 Questions for Contextualization
Reading Like a Historian also emphasizes the importance of context in their contextualization strategy as shown in the following:
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Contextualization asks students to locate a document in time and place and to understand how these factors shape its content. The following questions guide students in the practice of contextualization:
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For context, it is also important to make sure that the document’s source information is available to the students, which includes the author’s name and position in society, as well as the place and date that the document was created, so that students can answer the questions related to contextualization.
Starting at minute 4, watch "Reading Like a Historian: Contextualization" to see how one teacher helps her students analyze context to better understand primary source quotes about Colonial Independence Movements.
Reading Like a Historian: Contextualization 
(Run time 11:16)
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Select the following links to access the lesson materials and related content standards for the Colonial Independence Movements Lesson Plan discussed in the video.
Content Literacy in History/Social Studies, Grades 6 through Twelve. Brought to you by the California Department of Education.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
