The ultimate goal of teaching history to young people is to create effective, responsible citizens (Fallace, 2009). Despite such ambitious goals, the traditional teacher-centered method of instruction has not proven to have engaged students. As a result, students often rank history as their least-liked subject, particularly at the secondary level. One instructional strategy that may ameliorate this problem is the incorporation of primary sources. Identifying the inhibitors and inducers of primary sources, the researcher in this study explored and described the elements of successful primary source use in the secondary American and world history classrooms of three teacher participants in a qualitative, semester-long case study. Student and teacher perspectives of the impact of primary sources were also considered. In contrast to some of the existing literature, primary sources can be employed successfully and consistently in the secondary history classroom as demonstrated by the three teacher participants in this semester-long study in a large suburban Atlanta, Georgia, school district.
|Commitee:||McCollum, Patricia, Moody, Michael|
|School Location:||United States -- Georgia|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Social studies education, History|
|Keywords:||Historical inquiry, Historical thinking, Primary sources, Secondary history|
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