Teaching with Primary Sources to Prepare Students for College, Career, and Civic Life Volume 2
Teaching with Primary Sources to Prepare Students for College, Career, and Civic Life Volume 2
Introduction
The formal journey to become a social studies teacher begins in the methods classroom. We enter ready to connect our content area interests and prior experiences as social studies students with the pedagogical knowledge and skills needed to become effective social studies educators. Primary sources are significant tools for making those connections. They heighten interest in social studies content. They sharpen content-area expertise. They reinforce and enable authentic inquiry experiences. Strategies that feature primary sources can build pedagogical knowledge and skills.
National Council for the Social Studies and the Library of Congress are proud to present a special online text for methods faculty, their pre-service teachers, and all those interested in teaching with primary sources through the social studies disciplines. As the project leads for this text, we wanted to share how important methods instruction and primary sources were to our own development and training as educators
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Teaching with Primary Sources to Prepare Students for College, Career, and Civic Life:
Volume 2
The following reference information should be used in the citation of this book:
Waring, S. M. (Ed.). (2024). Teaching with Primary Sources to Prepare Students for College, Career, and Civic Life: Volume 2. National Council for the Social Studies; Library of Congress
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Chapter 1
Why Do We Celebrate? Using Visual Thinking Strategies to Engage in Discussion About Primary Sources
Amy Allen
Virginia Polytechnic Institute and State University
Chapter 2
Should Kids Be Allowed to Have a Job?
Amy Allen, Virginia Polytechnic Institute and State University
Chapter 3
How Do We Go Beyond the Primary and Secondary Source Binary?
Lightning P. Jay, Binghamton University
Chapter 4
How Can Teachers Use Local History to Make National Trends More Tangible, Compelling, and Meaningful?
Lightning P. Jay, Binghamton University
Chapter 5
Who Takes Care of Our Trash? Scaffolding Inquiry Questions, Sources, Tasks, and Action for Our Youngest Learners
Alexa Quinn
James Madison University
Chapter 6
Why Is There a Tunnel Here? A Planning Walkthrough for Place- Based Elementary Inquiry
Alexa Quinn, James Madison University
Chapter 7
What Questions Can We Ask From American Symbols?
Rachel K. Turner, Utah State University
