Major
Educational Studies
Second Major
History
Submission Type
Oral Presentation
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Expected Graduation Date
2025
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Utilizing engaging and hands-on activities is crucial for secondary social studies teachers aiming to integrate primary sources into their classrooms. It is a skill which can be daunting for teachers, as it can be challenging to come up with these activities. In order to find engaging practices I took an in-depth look at the current practices of teachers, reviewing 30 relevant articles that specifically addressed their utilization of primary sources and activities. I explored strategies for promoting student engagement in the learning process. Applying Fredricks, Blumenfeld, and Paris’ (2004) categorization of engagement theory, I used this theory which contends that students who are fully engaged intellectually, socially, and behaviorally tend to perform better academically. Educators employ a diverse array of pedagogical approaches to incorporate primary sources into their instruction, including innovative techniques such as storymaps and document-based questions (Meyers, 2005; Saladin & Crosson, 2021). These activities are designed to facilitate the exploration and analysis of primary sources, fostering a deeper understanding among students. This research synthesis also highlighted the pivotal role of historical thinking in the utilization of primary sources within the classroom. Historical thinking, characterized by the ability to analyze and evaluate the interconnectedness of multiple historical causes and effects, emerged as a fundamental cornerstone in the pedagogical application of primary sources (Goldenberg, 2005; Soininen, 2022). By nurturing students' proficiency in historical thinking, teachers not only cultivate their capacity to critically engage with primary sources but also deepen their comprehension of historical events. An approach that combines hands-on activities, engagement theory, and a nuanced understanding of historical thinking empowers teachers to enrich their classrooms with primary sources. This not only encourages critical thinking skills but also cultivates an appreciation for the rich story of human history among students, ultimately enhancing their overall learning experience.
Promoting the Use of Primary Sources in the Secondary Social Studies Classroom
State Farm Hall
Utilizing engaging and hands-on activities is crucial for secondary social studies teachers aiming to integrate primary sources into their classrooms. It is a skill which can be daunting for teachers, as it can be challenging to come up with these activities. In order to find engaging practices I took an in-depth look at the current practices of teachers, reviewing 30 relevant articles that specifically addressed their utilization of primary sources and activities. I explored strategies for promoting student engagement in the learning process. Applying Fredricks, Blumenfeld, and Paris’ (2004) categorization of engagement theory, I used this theory which contends that students who are fully engaged intellectually, socially, and behaviorally tend to perform better academically. Educators employ a diverse array of pedagogical approaches to incorporate primary sources into their instruction, including innovative techniques such as storymaps and document-based questions (Meyers, 2005; Saladin & Crosson, 2021). These activities are designed to facilitate the exploration and analysis of primary sources, fostering a deeper understanding among students. This research synthesis also highlighted the pivotal role of historical thinking in the utilization of primary sources within the classroom. Historical thinking, characterized by the ability to analyze and evaluate the interconnectedness of multiple historical causes and effects, emerged as a fundamental cornerstone in the pedagogical application of primary sources (Goldenberg, 2005; Soininen, 2022). By nurturing students' proficiency in historical thinking, teachers not only cultivate their capacity to critically engage with primary sources but also deepen their comprehension of historical events. An approach that combines hands-on activities, engagement theory, and a nuanced understanding of historical thinking empowers teachers to enrich their classrooms with primary sources. This not only encourages critical thinking skills but also cultivates an appreciation for the rich story of human history among students, ultimately enhancing their overall learning experience.