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This paper chronicles the use of the Historical, Philosophic, Societal, and Takeaway (HPST) Framework for document analysis within a World History class. This study looks at teacher and student perceptions on the implementation of the HPST Framework with attention to topics that incorporate multiple perspectives and interrogate stereotypes. The study found students could implement all frames of the HPST, however, difficulties were found in their understanding of the philosophical frame. A way to solve these deficiencies was to spend more time discussing how ideology is philosophical found in the other frames such as politics and government systems. After three implementations, a fourth implementation done as a homework assignment using HPST found students also recognized the complexity of human action and of gender roles. Additionally, this article looks at how teachers with limited time or a restricted curriculum can use small excerpts of narrative sources as a learning tool.

HPST Framework: Learning About Iran through Historical Inquiry for Students