Overview

Engaging students with primary sources that foster 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. Conducting Authentic Historical Inquiry will be of interest to instructional technology coordinators and university faculty teaching courses in instructional technology and design. 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 that make it easy for the reader to see examples and resources and video walk-throughs related to many of the Web 2.0 tools.

Full Product Details

Author:   Scott M. Waring ,  Richard Hartshorne
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 18.40cm , Height: 1.40cm , Length: 26.00cm
Weight:   0.413kg
ISBN:  

9780807764053

ISBN 10:   0807764051
Pages:   208
Publication Date:   21 August 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

Contents (Tentative) Preface PART I: UNDERSTANDING THE SOURCES FRAMEWORK Chapter 1: The Sources Framework: An Introducion Steps to Preparing Students to Think Historically and Utilize Primary Sources Critical Examination of Sources Evaluation of Sources Primary Source Sets The SOURCES Framework for Teaching With Primary Sources Chapter 2: What Would Historians Write About Thomas Garber?: An Application of a SOURCES Lesson Scrutinizing the Fundamental Source(s) Organizing Thoughts Understanding the Context Reading Between the Lines Corroborating and Refuting Establishing a Plausible Narrative Summarizing Final Thoughts Conclusion Chapter 3: Assessing General Washington’s Plan to Attack Princeton at the Beginning of 1777: An Application of the SOURCES Framework Scrutinizing the Fundamental Source(s) and Organize Thoughts Organizing Thoughts and Understanding the Context Reading Between the Lines Corroborating and Refute Establishing a Plausible Narrative Summarizing Final Thoughts Conclusion Chapter 4: Building Capacity for Student Agency: Using Baseball-Related Primary Sources and SOURCES Framework Scrutinizing the Fundamental Source(s) Organizing Thoughts Understanding the Context Reading Between the Lines Corroborating and Refuting Establishing a Plausible Narrative Summarizing Final Thoughts Conclusion Chapter 5: What Motivated the Wright Brothers?: An Application of the SOURCES Framework Scrutinizing the Fundamental Source(s) Organizing Thoughts Understanding the Context Reading Between the Lines Corroboratating and Refute Establishing a Plausible Narrative Summarizing Final Thoughts Conclusion 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 What is Web 2.0? Why Integrate Web 2.0? Conclusion Chapter 7: Using Multimedia-Based Discussion and Polling Tools to Facilitate Scrutinizing the Fundamental Source(s) Pedagogical Strategies for Scrutinizing Fundamental Sources Hooks and Identifying Fundamental Questions Merging Pedagogical Strategies and Emerging Technologies for Scrutinizing Fundamental Sources Engaging Learners with Multimedia-Based Discussion / Bulletin Board Tools Polling and Survey Tools for Facilitating Engagement and Fundamental Questioning Inside and Outside of the Classroom Conclusion Chapter 8: Using Collection, Categorization, Storage, and Annotation Tools to Facilitate Organizing Thoughts Pedagogical Strategies for Facilitating Organizing Thoughts Merging Pedagogical Strategies and Emerging Technologies for Facilitating Organizing Thoughts Conclusion Chapter 9: Using Collaborative and Discussion Tools to Facilitate Understanding the Context Facilitating Understanding the Context Pedagogical Strategies for Facilitating Understanding the Context Merging Pedagogical Strategies and Emerging Technologies for Facilitating Understanding the Context Conclusion Chapter 10: Reading Between the Lines and Corroborating and Refuting: Using Scaffolding Tools for Source Sets Pedagogical Strategies for Facilitating Reading Between the Lines and Corroborating and Refuting Merging Pedagogical Strategies and Emerging Technologies for Reading Between the Lines and Corroborating and Refuting Conclusion Chapter 11: Developing and Publishing Tools to Facilitate Establishing a Plausible Narrative Pedagogical Strategies for Facilitating Establishing a Plausible Narrative Merging Pedagogical Strategies and Emerging Technologies for Establishing a Plausible Narrative Conclusion Chapter 12: Creating A Digital Portfolio to Facilitate Summarizing Final Thoughts Pedagogical Strategies for Facilitating Summarizing Final Thoughts Merging Pedagogical Strategies and Emerging Technologies for Summarizing Final Thoughts Conclusion Appendix: Additional Resources and Considerations Implementing the SOURCES Framework: Additional Resources Primary Sources and Copyright Primary Source Repositories and Resources SOURCES Framework for Teaching with Primary and Secondary Sources The Future, Possibilities, Potential Roadblocks, and Making the Most of the Historical Inquiry Process References

Reviews

Exceptionally well written, organized and presented, Conducting Authentic Historical Inquiry: Engaging Learners with SOURCES and Emerging Technologies is an ideal curriculum textbook and unreservedly recommended for school district, college, and university library History Education collections and supplemental curriculum studies lists. --Midwest Book Review

Author Information

Scott M. Waring is a professor and the program coordinator for the Social Science Education Program at the University of Central Florida. Richard Hartshorne is a professor and chair of the Learning Sciences and Educational Research department at the University of Central Florida.

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