Are you trying to have your students analyze primary sources and other historical documents? Are you having trouble with providing students a clear, consistent framework of questions and a way for students to organize their ideas?
I might have a solution!
I created a graphic organizer based on Stanford History Education Group's (SHEG) work on Reading Like a Historian. They determined 4 common habits in how historians read: sourcing, contextualizing, close reading, and corroborating. The resource here is 2 pages; the first page is a reference graphic organizer and has guided questions for each of the 4 habits; the second page is the same graphic organizer, but blank, so students can fill it in while they are reading.
MY EXPERIENCE & PEDAGOGICAL SUGGESTIONS:
I found this thinking protocol and graphic organizer helped my students deeply analyze historical documents in an organized way. It can be helpful for a variety of historical resources, but I personally found it most helpful with primary sources and artifacts. I used it this year in my 9th grade humanities class as well as my 11th and 12th grade US History class. This frameworks lends itself to deep discussions that can be highly structured (or not). I found that (as with most things) the more students use it, the better they were at using it.
Pedagogically, I would recommend introducing the Reading like a Historian framework in a whole class setting, modelling the process a few times before having small groups tackle a reading (and then share ideas with another group or report back to the whole class). After practicing in small groups a few times, students can try to tackle a reading independently and then report their findings/ideas to a small group.