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Primary Sources in the Social Studies Classroom: Historical Inquiry with Book Backdrops

Primary Sources in the Social Studies Classroom: Historical Inquiry with Book Backdrops <jats:p>One of the main Common Core Requirements focuses on student use of authentic subject area skills. These skills are those used by professionals in the academic field of study. It is important that students develop and use appropriate historical thinking skills in the classroom. Historical skills include ability to read, write, speak, listen, and complete research based projects, and to appropriately analyze primary and secondary documents to make conclusions about what has occurred during a historical event. The implementation of instructional techniques requiring students to think like a historian are widely supported in the literature and are largely focused on the development of student historical literacy. This article examines how combining the use of children’s literature and primary sources can be used to construct a lesson promoting historical inquiry in the secondary classroom.</jats:p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Social Studies Research and Practice CrossRef

Primary Sources in the Social Studies Classroom: Historical Inquiry with Book Backdrops

Social Studies Research and Practice , Volume 10 (1): 65-83 – Mar 1, 2015

Primary Sources in the Social Studies Classroom: Historical Inquiry with Book Backdrops


Abstract

<jats:p>One of the main Common Core Requirements focuses on student use of authentic subject area skills. These skills are those used by professionals in the academic field of study. It is important that students develop and use appropriate historical thinking skills in the classroom. Historical skills include ability to read, write, speak, listen, and complete research based projects, and to appropriately analyze primary and secondary documents to make conclusions about what has occurred during a historical event. The implementation of instructional techniques requiring students to think like a historian are widely supported in the literature and are largely focused on the development of student historical literacy. This article examines how combining the use of children’s literature and primary sources can be used to construct a lesson promoting historical inquiry in the secondary classroom.</jats:p>

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Publisher
CrossRef
ISSN
1933-5415
DOI
10.1108/ssrp-01-2015-b0004
Publisher site
See Article on Publisher Site

Abstract

<jats:p>One of the main Common Core Requirements focuses on student use of authentic subject area skills. These skills are those used by professionals in the academic field of study. It is important that students develop and use appropriate historical thinking skills in the classroom. Historical skills include ability to read, write, speak, listen, and complete research based projects, and to appropriately analyze primary and secondary documents to make conclusions about what has occurred during a historical event. The implementation of instructional techniques requiring students to think like a historian are widely supported in the literature and are largely focused on the development of student historical literacy. This article examines how combining the use of children’s literature and primary sources can be used to construct a lesson promoting historical inquiry in the secondary classroom.</jats:p>

Journal

Social Studies Research and PracticeCrossRef

Published: Mar 1, 2015

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