This qualitative study increases the understanding of how students with emotional disturbance (ED) demonstrate their grasp of key elements of social studies instruction. While there is considerable research in the general education literature on how students grapple with various social studies concepts and methodology, there is a void in understanding how students in special education classes make sense of the same material. The primary research question examined how students with ED demonstrate historical literacy through their historical thinking from past and current events across multiple forms of text. Further, an additional sub-question from a socio-cultural perspective was explored: What factors appear to influence their interpretations? This study examined student responses in two ways--written responses to questions connected to text (written, political cartoon and photo) followed by interviews engaging students in a think aloud protocol with additional probing questions. Findings suggest that more than cognitive ability plays a role in the academic performance of students with ED. The students appear to have the ability to learn the material; however, characteristics associated with emotional disturbance seem to impede their academic success. Further, findings support the notion of historical literacy being a complex process that involves more than just the ability to decode words. The final chapter suggests strategies for improving academic success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]