METHODOLOGICAL FEATURES OF THE USE OF HISTORICAL SOURCES IN HIGH SCHOOL (ACCORDING TO THEORY)
DOI:
https://doi.org/10.24234/journalforarmenianstudies.v2i73.264Keywords:
Sources, primary and secondary sources, source reading and analysis, primary source application, methodological specificity, theoretical and practical approachAbstract
In the context of contemporary educational requirements, history teaching is viewed not as the mechanical transmission of facts, but as a means of developing students’ critical thinking, analytical skills, and historical empathy. This article aims to provide a theoretical and practical justification of the methodological features of using historical primary sources in the process of teaching history in upper secondary school.Within the framework of the study, staged approaches to working with both primary and secondary sources are analyzed, ranging from simple reproduction of information to evidence-based analysis and the construction of students’ own interpretations.
The article also highlights trends aimed at achieving learning outcomes and developing key competencies defined in the State Standard of General Education of the Republic of Armenia. In particular, it is argued that research-based work with primary sources contributes to the development of students’ self-awareness, civic consciousness, and media literacy.
The methodological model presented in the article is based on international concepts of historical thinking and proposes a system of questions for the external and internal criticism of sources. It helps address the methodological gap in the Armenian educational system and supports the transition toward competency-based education.
References
HH hanrakrt'owt'yan petakan chap'oroshich (HPCh) /State Standard of General Education of the Republic of Armenia (SSGE)/, Clauses 11, 14, 16, 17, 24, 27, 39, 41. Available at: https://www.arlis.am/hy/acts/149788 (Accessed: February 1, 2026).
Bloch, M. (2018), Patmowt'yan pashtpanakan kam patmabani arhesty' The Historian's /Craft (Apologie pour l'histoire ou Métier d'historien)/, Yerevan, Sargis Khachents, Printinfo, Antares Publishing, p. 72.
Dutt-Doner, K. M., Cook-Cottone, C., & Allen, S. (2007). Improving Classroom Instruction: Understanding the Developmental Nature of Analyzing Primary Sources. RMLE Online, Volume 30, No. 6, p. 7. Available at: [Link] (Accessed: February 1, 2026).
Library of Congress (2020). What is a primary source? Available at: https://ask.loc.gov/faq/303148 (Accessed: February 1, 2026).
OECD (2018). PISA 2018 Global Competence: Global Competence for an Inclusive World. OECD Publishing. Available at: https://www.oecd.org/en/about/programmes/pisa.html (Accessed: February 1, 2026).
Seixas, P., Morton, T., Colyer, J., & Fornazzari, S. (2013). The Big Six: Historical Thinking Concepts. Nelson Education, pp. 2-3. Available at: [Google Drive Link] (Accessed: February 1, 2026).
University of Minnesota Crookston Library. What are the differences? [Primary, Secondary, and Tertiary Sources]. Available at: https://crk.umn.edu/library/primary-secondary-and-tertiary-sources (Accessed: February 1, 2026).
Seton Hall University Libraries. Where are Primary Sources? Available at: https://library.shu.edu/primarysources (Accessed: February 1, 2026).
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press, pp. 29-40. Available at: [Google Drive Link] (Accessed: February 1, 2026).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Naira Yerkanyan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
