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Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
Representation Of The Titanic In Children's Literature, Charity R. Huwe
Representation Of The Titanic In Children's Literature, Charity R. Huwe
The Councilor: A National Journal of the Social Studies
State and national education initiatives are the driving force behind increased exploration of diverse texts, namely informational texts. Trade books offer opportunity for interdisciplinary units to develop through the rise of informational text use in both English/language arts and history/social studies. Primary source documents serve as a liaison to filing gaps in the information left out from textbooks and trade books. A more thorough understanding of historical figures and events are a result of such analysis. The initiatives do not dictate specific curricular material; teachers use their discretion when choosing available trade books, primary documents, and other curricular resources. In …
Fifth Grade Students’ Disciplinary Literacy Using Diverse Primary And Secondary Sources, Tara L. Richeson
Fifth Grade Students’ Disciplinary Literacy Using Diverse Primary And Secondary Sources, Tara L. Richeson
The Councilor: A National Journal of the Social Studies
This study analyzed students’ use of diverse sources for a history-based writing assignment on Abraham Lincoln. Participants includes 41 students in a fifth grade self-contained classroom in rural Illinois. The study was conducted during students’ 30-minute writing period, every day for six weeks. During this time period, students close-read trade books and primary sources to collect research on Lincoln. Students also gathered additional information during their field trip to the Abraham Lincoln Presidential Library and Museum. Students synthesized their information from the various sources and organized the notes to write an informational, history-based writing piece on Lincoln. Students were required …
Engagement In The History Classroom: Problem-Based Learning And Primary Sources, Lauren Seghi
Engagement In The History Classroom: Problem-Based Learning And Primary Sources, Lauren Seghi
The Councilor: A National Journal of the Social Studies
Too often today, students have to sit idly in a history classroom listening to a lecture or reading out of a textbook which is why many people in society (adults and children alike) do not like or understand the complexity of history. This article argues that in order for students to be engaged in "doing" history in the classroom, they need to take part in problem-based learning (pbl) activities using primary sources from the past.