Conducting authentic historical inquiry : engaging learners with SOURCES and emerging technologies

著者

    • Waring, Scott Monroe
    • Hartshorne, Richard

書誌事項

Conducting authentic historical inquiry : engaging learners with SOURCES and emerging technologies

Scott M. Waring, Richard Hartshorne

Teachers College Press, 2020

  • paper

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注記

Includes bibliographical references (p.181-183) and index

内容説明・目次

内容説明

Engaging students with primary sources fosters inquiry, critical thinking, and deductive reasoning skills, all of which are vitally important to success in school and beyond. Simply inserting primary sources into the classroom is not enough. This resource uses the best of emerging Internet applications (Web 2.0) to capture the interest of today's students who have grown up using diverse technologies and multiple applications such as podcasts, social networks, social bookmarks, digital curation, and blogs. Readers will learn about the SOURCES Framework, an innovative approach for scaffolding inquiry-rich social studies instructional practices. Filled with multiple classroom-ready examples that seamlessly integrate Web 2.0 applications, the authors provide readers with the tools and confidence to create instructional opportunities to engage learners in authentic historical inquiry. The goal is to give students the skills and knowledge necessary to think critically, engage with sources, and create authentic, evidence-based narratives. Book Features: Offers effective and engaging methods for teaching with primary and secondary sources while seamlessly integrating emerging technologies. Fosters critical thinking skills and deductive reasoning skills while allowing instructors an opportunity to personalize learning environments. Provides students with opportunities to authentically construct historical narratives, replicating methods utilized by historians. Introduces an innovative framework for teaching with primary and secondary sources. Includes web links to make it easy for the reader to see examples and resources and video walk-throughs related to many of the Web 2.0 tools.

目次

Preface PART I: UNDERSTANDING THE SOURCES FRAMEWORK Chapter 1: The Sources Framework: An Introducion Chapter 2: What Would Historians Write About Thomas Garber?: An Application of a SOURCES Lesson Chapter 3: Assessing General Washington's Plan to Attack Princeton at the Beginning of 1777: An Application of the SOURCES Framework Chapter 4: Building Capacity for Student Agency: Using Baseball-Related Primary Sources and SOURCES Framework Chapter 5: What Motivated the Wright Brothers?: An Application of the SOURCES Framework PART II: ENGAGING LEARNERS WITH WEB 2.0 TOOLS AND EMERGING TECHNOLOGIES: A STEP-BY-STEP GUIDE WITH THE SOURCES FRAMEWORK Chapter 6: Defining Web 2.0 and Other Emerging Technologies Chapter 7: Using Multimedia-Based Discussion and Polling Tools to Facilitate Scrutinizing the Fundamental Source(s) Chapter 8: Using Collection, Categorization, Storage, and Annotation Tools to Facilitate Organizing Thoughts Chapter 9: Using Collaborative and Discussion Tools to Facilitate Understanding the Context Chapter 10: Reading Between the Lines and Corroborating and Refuting: Using Scaffolding Tools for Source Sets Chapter 11: Developing and Publishing Tools to Facilitate Establishing a Plausible Narrative Chapter 12: Creating A Digital Portfolio to Facilitate Summarizing Final Thoughts Appendix: Additional Resources and Considerations References

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