Improving Classroom Instruction: Understanding the Developmental Nature of Analyzing Primary Sources

RMLE Online

Volumn 30, Issue 6, 2007, Pages 1-20

  Dutt Doner, Karen M ^a   Cook Cottone, Catherine ^b   Allen, Susan ^c  

^a CANISIUS COLLEGE   (United States)

^b UNIVERSITY AT BUFFALO   (United States)

^c Nichols School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892997334     PISSN: None     EISSN: 19404476     Source Type: Journal    
DOI: 10.1080/19404476.2007.11462039     Document Type: Article

References (39)

1. Afflerbach, P., & VanSledright, B., (2001). Hath! Doth! What? Middle graders reading innovative history text. Journal of Adolescent and Adult Literacy, 44(8), 696–707.
2. Bailyn, B., (1994). On the teaching of writing of history: Responses to a series of questions. Hanover, NH: University Press of New England.
3. Brophy, J., (1992). Fifth grade U.S. history: How one teacher arranged to focus on key ideas in depth. Theory and Research in Social Education, 20(2), 141–155.
4. Bruner, J. S., (1966). Toward a theory of instruction. Cambridge: Harvard University Press.
5. Brush, T., Saye, J. W., & PIHNet Development Team. (2005, October). Modeling inquiry-based learning in social studies: The persistent issues in history laboratory for virtual field experience. A paper presented at the annual meeting of the Association for Educational Communication and Technology, Orlando, FL.
6. Callison, D., & Saunders-Brunner, M., (2004). Primary sources. School Library Media Activities Monthly, 20(10), 29–32.
7. Cantu, D. A., & Warren, W. J., (2003). Teaching history in the digital classroom. Armonk, NY: M.E. Sharpe.
8. Cook-Cottone, C. P., (2004). Childhood posttraumatic stress disorder: Symptomatology, treatment, and school reintegration. School Psychology Review, 33, 127–139.
9. Davies, D., (2004). Child development: A practitioner’s guide (2nd ed). New York: Guildford Press.
10. Dobyns, S. M., (1992). Getting from here and now to there and then. Gifted Child Today, 15(5), 52–55.
11. Dutt-Doner, K., Cook-Cottone, C., Allen, S., & Rech-Rockwell, M., (2002, November). Deconstructing document based inquiry skills utilizing digital primary source documents. A paper presented at the New York State Computers and Technology in Education annual conference, Buffalo, NY.
12. Ferguson, S., (1986). Guidelines for using documents in US history. Southern Social Studies Quarterly, 12(1), 27–32.
13. Foster, S. J., & Yeager, E. A., (1999). You’ve got to put together the pieces: English 12 year olds encounter and learn from historical evidence. Journal of Curriculum and Supervision, 14(4), 286–317.
14. Grant, S. G., Gradwell, J. M., & Cimbricz, S. K., (2004). A question of authenticity: The document-based question as an assessment of students’ knowledge of history. Journal of Curriculum and Supervision, 19, 309–337.
15. Harris, F. J., (2002). There was a great collision in the stock market: Middle school students, online primary sources, and historical sense making. School Library Media Research, 5. Retrieved December 15, 2006, from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume52002/harris.htm
16. Kobrin, D., (1995). Let the future write the past: Classroom collaboration, primary sources, and the making of high school historians. History Teacher, 28(4), 503–512.
17. Lafaye, A., (2001). Teaching students to be historians: Historical literacy through the interpretation of nonfiction, primary sources, and historical fiction. Yearbook: Claremont Reading Conference. Ann Arbor: Bell Howell Information and Learning Company, 56–63.
18. Lee, P., & Ashby, R., (2000). Progression in historical understanding among students ages 7-14. In P. N., Stearns, P., Seixas, & S., Wineburg (Eds.), Knowing, teaching, & learning history: National and international perspectives (pp. 199–222). New York: New York University Press.
19. Leinhardt, G., Stainton, C., & Virji, S. M., (1994). A sense of history. Educational Psychologist, 29(2), 79–88.
20. Levstik, L. L., (1989). Historical narrative and the young reader. Theory into Practice, 28(2), 114–119.
21. Levstik, L. L., (1993). Building a sense of history in a first-grade classroom. Advances in Research on Teaching, 4, 1–31.
22. Massich, M., & Munoz, R., (1996). Utilizing primary sources as building blocks for literacy. Social Studies Review, 36(1), 52–57.
23. Maynard, L. L., (2003). The power of primary documents. Access Learning, 6-7, 10.
24. Miller, H., (1998). Who owns history? Reading Teacher, 52(1), 76–78.
25. Morgan, K. R., (2002). Using primary sources to build a community of thinkers. English Journal, 91(4), 69–74.
26. Morris, R. V., (2002). Using primary sources to develop a soap opera: As the Civil War turns. Social Studies, 92(4), 53–56.
27. Musbach, J. W., (2001). Using primary sources in the secondary classroom. OAH Magazine of History, 16(1), 30–32.
28. National Council for the Social Studies. (1994). Expectations of excellence: Curriculum standards for social studies and standards for the preparation of social studies teachers. Silver Spring, MD: National Council for the Social Studies.
29. New York State Education Department. (1996). New York state learning standards for social studies. Albany, NY: New York State Department of Education. Retrieved March 20, 2005, from http://www.emsc.nysed.gov/ciai/socst/ssls.html
30. Otten, E., (1998). Using primary sources in the primary grades. ERIC Digest. (ERIC Document Reproduction Service No. ED 429773)
31. Price, D. W., (1990). A model for reading and writing about primary sources: The case for introductory psychology. Teaching of Psychology, 17(1), 48–53.
32. Ravitch, D., (1990). The American reader: Words that moved a nation. New York: HarperCollins.
33. Shiroma, D., (2000). Using primary sources on the Internet to teach and learn history. ERIC Digest. (ERIC Document Reproduction Service No. ED 442729)
34. Spoeher, K. T., & Spoeher, L. W., (1994). Learning to think historically. Educational Psychologist, 29, 71.
35. Stahl, S. A., Hynd, C. R., Britton, B. K., & McNish, M. M., (1996). What happens when students read multiple documents in history? Reading Research Quarterly, 31(4), 430–456.
36. Wineburg, S., (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73–87.
37. Wineburg, S., & Wilson, S. M., (1991). Subject matter knowledge in the teaching of history. In J., Brophy (Ed.), Advances in research on teaching: Vol. 2. Teachers, subject matter knowledge and classroom instruction (pp. 305–347). Greenwich, CT: JAI Press.
38. Winks, R. W., (1968). Introduction. In R. W., Winks (Ed.), The historian as detective (pp. xiii–xxiv). New York: Harper & Row.
39. Young, K. M., & Leinhardt, G., (1998). Writing primary source documents. Written Communication, 15, 25–68.