Students who think critically about sources, crosscheck facts, and perceive alternative perspectives are better prepared for civic engagement--all skills among the specialized literacies that historians employ. Over the past twenty-five years, researchers have identified these and other cognitive processes historians use as they read. During this same time, however, literacy researchers outside of the field of history have suggested that reading and writing involve more than cognition, and that reading and writing represent social practices. Summarizing this research, James Gee argues that texts are socially situated. People read texts using not only cognitive strategies, "but also talk about such texts in certain ways, hold certain attitudes and values about them, and socially interact over them in certain ways." Further, although some researchers have identified characteristics of strong historical writing, little has been done to research historians' writing "processes," either alone or in collaboration. For instance, what do historians think about in the early or later stages of writing? The objectives of this study are to identify the social literacies of historians as they interact with colleagues when reading, analyzing, and writing about historical evidence. Awareness of social strategies associated with historical reading and writing may help teachers provide instruction in skills that help young people to think historically and that prepare them for civic engagement.