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
Copyright Status
Unknown
Socpus ID
84949803326 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/84949803326
STARS Citation
Waring, Scott M.; Torrez, Cheryl; and Lipscomb, George, "Pay It Forward: Teacher Candidates’ Use Of Historical Artifacts To Invigorate K-12 History Instruction" (2015). Scopus Export 2015-2019. 454.
https://stars.library.ucf.edu/scopus2015/454