Innovation Through Source Analysis For The Classroom

1305 WordsDec 12, 20166 Pages
Innovation through Source Analysis If teachers want to revolutionize the way that history or social studies is taught in the classroom, they must move away from the idea that history is a series of facts that need to be taught to students. Instead of simply giving students the answers to historical questions, teachers must impart the practice of historical inquiry to their students. This ability to think like a historian allows students to be active participants in all history lessons. Such a revolutionary transformation is only possible if teachers generate innovative lessons that propagate historical analysis in the classroom. At the same time, teachers are expected to adhere to the Common Core standards that require students to be able to read, understand, and utilize “complex informational texts” (80). In order to transform history in the classroom and adhere to these Common Core Standards, it is important that teachers understand the importance of source analysis in lessons, know how to choose and create age-appropriate adapted sources, and successfully incorporate such lessons into larger units that ensure students learn to think historically. To ensure that students are able to engage in the practices utilized by historians, teachers must provide students with the proper tools to do so. Since historical thinking takes practice, students need materials to practice with. Primary sources offer the perfect opportunity for such practice. In fact, according to
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