Toward a definition of pedagogical content knowledge of argumentation in the history classroom

This chapter aims to define the pedagogical content knowledge (PCK) of argumentation in the history classroom, taking into account the specificities of the subject matter. Integrating argumentation into history teaching can promote students' cognitive, metacognitive, and epistemological skills. We distinguish between two types of historical arguments: warrant-using and warrant-establishing. The former relies on commonly accepted premises, while the latter requires the establishment of a new warrant through specific evidence. We present examples of both types of arguments in the history classroom, highlighting their key features and the implications for teaching. We also explore the importance of different types of argumentation dialogues for fostering students' critical thinking, historical reasoning, and perspective-taking skills. The chapter concludes with a call for teachers to integrate argumentation into their classroom practices, using a “doing history” approach rather than a “doing teaching history” approach.