Applying historical literacy and writing through a model of progression : An analysis on Read. Inquire. Write. curriculum materials

This study examines Read. Inquire. Write. a widely recognized historical literacy framework in the United States, to evaluate its educational implications for cultivaing students’ historical writing ability. The curriculum conceptualizes historical writing as process of structured argumentation, advancing students’ competencies through three progressive stages - interpretation, critique, and counterargument. By guiding students through these stages, the curriculum is designed to systematically deepen their argumentation writing skills. This research explores the educational mechanisms embedded in this progression model, which facilitate the development of historical reasoning and argumentation capabilities. Additionally, it assesses the curriculum’s potential applicability within Korean history education, offering practical insights for enhancing historical thinking and literacy.