Primary sources in history: Breaking through the myths

Phi Delta Kappan

Volumn 86, Issue 10, 2005, Pages 745-753

  Barton, Keith C ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 22144461752     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170508601006     Document Type: Article

References (16)

1. Keith C. Barton, "Primary Children's Understanding of the Role of Historical Evidence: Comparisons Between the United States and Northern Ireland," International Journal of Historical Learning, Teaching, and Research, June 2001, available at www.ex.ac.uk/historyresource/journal2/ journalstart.htm.
2. Peter S. Bennett, What Happened on Lexington Green? An Inquiry into the Nature and Methods of History (Menlo Park, Calif.: Addison-Wcsley, 1970).
3. Denis Shemilt, "Adolescent Ideas About Evidence and Methodology in History," in Christopher Portal, ed., The History Curriculum for Teachers (London: Heinemann, 1987), pp. 39-61.
4. Keith C. Barton, "'Good Cooks and Washers': Slave Hiring, Domestic Labor, and the Market in Bourbon County, Kentucky," Journal of American History, September 1997, pp. 436-60.
5. A number of researchers have used similar tasks as a way of evaluating the nature of students' or teachers' historical thinking. See, for example, Keith C. Barton, "'I Just Kinda Know': Elementary Students' Ideas About Historical Evidence," Theory and Research in Social Education, Fall 1997, pp. 407-30;
6. Bruce A. VanSledright, "Fifth-Graders Investigating History in the Classroom: Results from a Researcher-Practitioner Design Experiment," Elementary School Journal, November 2002, pp. 131-60;
7. Samuel S. Wineburg, "On the Reading of Historical Texts: Notes on the Breach Between School and Academy," American Educational Research Journal, Fall 1991, pp. 495-519;
8. and Elizabeth A. Yeager and O. L. Davis, Jr., "Classroom Teachers' Thinking About Historical Texts: An Exploratory Study," Theory and Research in Social Education, Spring 1996, pp. 146-66.
9. Scan Lang, "What Is Bias?," Teaching History, October 1993, p. 10;
10. and Tony McAleavy, "The Use of Sources in School History 1910-1998: A Critical Perspective," Teaching History, May 1998, pp. 10-16.
11. Greater Cincinnati Television Educational Foundation, "Lesson 1: Primary Sources Provide Context for the Underground Railroad," available from http://safepassageohio.org/resources/Lessonl.pclf;
12. and College Entrance Examination Board, "The Document-Based Question (DBQ)," available from www.collegeboard.com/ap/history/html/dbq001.html.
13. S. G. Grant, Jill M. Gradwell, and Sandra K. Cimbricz, "A Question of Authenticity: The Document-Based Question as an Assessment of Students' Knowledge of History," Journal of Curriculum and Supervision, Summer 2004, p. 326.
14. Bruce VanSledright and Peter Afflerbach, "Reconstructing Andrew Jackson: Prospective Elementary Teachers' Reading of Revisionist History Texts," Theory and Research in Social Education, Summer 2000, pp. 411-44.
15. Christine Counsel, "Editorial," Teaching History, May 1998, p. 3.
16. David Gerwin and Jack Zevin, Teaching World History as Mystery (Ports-mouth, N.H.: Heinemann, forthcoming).