Part 1: A Curriculum to Foster Historical Literacy

01 Reading Like a Historian: Modeling Historians' Reading of Materials
02 Reading, Exploring, and Writing: Supporting History Writing
03 The World History Project, emphasizing interdisciplinary connections and historical thinking
04 Teaching History, Learning Citizenship: Developing Insightful Citizenship through Historical Exploration

Part 2: Comparative Analysis of Historical Literacy Curriculum

05 How to Write Questions that Promote Historical Exploration
06 How to cultivate historical thinking
07 How are the historical exploration curriculum materials structured?
08 How to Support History Teachers' Curriculum Planning, Implementation, and Reflection

Reading Like a Historian:
The answer to historical literacy education lies in teachers' "teaching strategies."

For the past 30 years, the use of materials in history classes has not been active in the United States and Korea due to factors such as student level and class progress.
In this reality, the application of the "Reading Like a Historian" curriculum in classes is a meaningful example of the teacher's efforts to bridge the gap between historical materials and students, and the potential for doing so.

The Stanford History Education Group presented two teachers with a variety of materials about historical events.
However, there was a significant difference in the way the two teachers used the materials in class.
While one teacher felt the material could be used only for high-achieving students, another actively designed multi-level learning activities tailored to the different abilities, experiences, and interests of all students.

Through well-designed teaching materials, students were able to learn the unique way of thinking of history by independently identifying what aspect of historical events each material represented.
The teacher's 'teaching method' led students to explore the organic context between historical events and historical materials.

These efforts by teachers are significant in that they can provide practical assistance in fostering students' historical literacy skills required in the digital age, and in turn, in developing modern problem-solving skills such as deciphering fake news.

Reading, Exploring, and Writing:
History classes aren't limited to classroom activities.

While the domestic history curriculum supports data-based inquiry and diverse modes of expression, it lacks detailed guidance on what "inquiry" actually means and how to implement it in class.
In contrast, the "Read, Explore, Write" curriculum clearly sets the goals of history classes and presents a step-by-step progress model to achieve them.
We also provide systematic support for both teachers and students by providing specific materials (bookmark tools, mentor texts, etc.) that can be applied directly to classes.

What is particularly noteworthy is that 'writing history' has expanded beyond a simple classroom activity to an active engagement with reality as responsible democratic citizens.
Students express historical significance in a variety of formats outside of school, including emails, letters, speeches, and museum guides, and they also participate in active historical activities with real-life figures such as education officials, National Park Service officials, and former presidents.

The World History Project and Learning Citizenship:
Expand historical thinking through interdisciplinary connections,
Developing citizenship through historical exploration

Advances in digital history and generative artificial intelligence have brought about significant changes not only in how we explore and read materials online, but also in how we learn and communicate about history.
These changes have a direct impact on history classes today.
The World History Project and Learning Citizenship are noteworthy in that they demonstrate a new direction for history education that reflects these trends.

The World History Project is a world history curriculum derived from the Big History Project, which was piloted in middle and high schools in the United States and Australia.
The Big History Project is not limited to a specific academic discipline, but rather explores the story of everything on Earth, from the beginning of the universe to the present, through a convergence of multiple academic fields.
The World History Project encourages in-depth learning by enriching the teaching and learning of world history through connections with other subjects.

"Learning Citizenship" is a curriculum designed to enable students to learn history through data-based inquiry and actively engage in civic participation.
It is distinguished from traditional materials-based learning curricula in that it aims to promote 'informed civic engagement activities.'
According to Knox, who developed this curriculum, informed civic engagement is only possible when people possess the knowledge, skills, and attitudes necessary to achieve appropriate and positive outcomes, and these knowledge, skills, and attitudes can be developed through historical inquiry.

This book was written to provide practical assistance to all who teach and learn history.
It provides teachers with specific ways to develop historical literacy with their students, and it provides students with a way to develop the ability to analyze historical data and think critically.
It will also provide all readers living in the digital age with the clues they need to properly understand and utilize information.
As the author hopes, I hope this book will serve as a valuable resource for establishing the direction of historical literacy education in Korea and exploring practical alternatives.