Pay It Forward: Teacher Candidates’ Use Of Historical Artifacts To Invigorate K-12 History Instruction

Keywords

History education; Primary sources; Social studies; Teaching

Abstract

As advocates of engaging students in historical inquiry and of the use of primary sources to aid in this inquiry, we support the claims of numerous student benefits, such as learning to detect bias, appreciating the interpretive nature of historical thinking, and the drawing of conclusions based on judgments about evidence (Fehn & Koeppen, 1998; Haeussler Bohan & Davis, 1998; Seixas 1998; Yeager & Davis, 1996). We developed a unit of study for our history and social studies teacher candidates that would address several issues: (a) motivate and inspire future teachers to use inquiry as a tool to build K-12 students’ historical understanding and facilitate purposeful utilization of artifacts with ease; (b) help future teachers increase their knowledge of local history; and (c) present a unit that could be easily used in a secondary history course and, with some modifications, could be adapted for elementary and middle school history classrooms.

Publication Date

1-1-2015

Publication Title

Journal of Social Studies Education Research

Volume

6

Issue

2

Number of Pages

18-30

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.17499/jsser.98048

Socpus ID

84949803326 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84949803326

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