History education rests at the junction between historical content, disciplinary literacy, and educational psychology. To understand the sources and strategies that facilitate historical thinking, more inquiries are needed. How do students respond to different historical topics, texts, and tasks? Which sources and strategies best facilitate historical argumentation in young learners, bereft of a robust historical schema? What are the strengths, limitations, and ethical implications of common reading and writing prompts? This paper reports collaboration between a seventh-grade reading teacher, a history education professor, and a graduate student. It details how and why a particular trade book was paired with complementary primary and secondary sources, which curiously intersect. Examples of curricular resource modifications, guided reading prompts, text-based writing options, and illustrative examples of students' work are provided. The latter represents students' written responses to readings, contributions to classroom activities, and engagement with historical argumentation. With each option for historical argumentation, positive and problematic elements emerged that can inform future practice and have ethical considerations.