| Contents |
The SOURCES framework : an introduction -- What would historians write about Thomas Garber? : an application of a SOURCES lesson -- Assessing General Washington's plan to attack Princeton at the beginning of 1777 : an application of the SOURCES framework -- Building capacity for student agency : using baseball-related primary sources and SOURCES framework -- What motivated the Wright Brothers? : an application of the SOURCES framework -- Defining web 2.0 and other emerging technologies -- Using multimedia-based discussion and polling tools to facilitate scrutinizing the fundamental source(s) -- Using collection, categorization, storage, and annotation tools to facilitate organizing thoughts -- Using collaborative and discussion tools to facilitate understanding the context -- Reading between the lines and corroborating and refuting : using scaffolding tools for source sets -- Developing and publishing tools to facilitate establishing a plausible narrative -- Creating a digital portfolio to facilitate summarizing final thoughts. |
| Abstract |
"The authors examine how social studies teachers can use web 2.0 tools to augment instruction in their classrooms, using a pedagogical framework SOURCES to enable students to engage in historical inquiry with primary sources in an informed and scaffolded fashion. SOURCES is an acronym to identify the steps ofhistorical inquiry: Scrutinizing the fundamental sources; organizing thoughts; understanding the context; reading between the lines; corroborating and refuting; establishing a plausible narrative; summarizing final thoughts. The use of Web 2.0 tools, such as social networks and blogs, are omnipresent among students, and their integration into the learning experience is intended to increase motivation, collaboration, and visualization of student work, as well as "providing opportunities and venues for sharing work and solutions globally." Per the authors, "this book will provide a detailed collection and rationale for the implementation of a wide array of emerging technological applications into the teaching and learning process, their role in supporting each phase of the SOURCES pedagogical framework, and varied examples of the merging of technological and pedagogical applications in the social studies classroom""-- Provided by publisher. |
| Bibliography note | Includes bibliographical references and index. |
| Issued in other form | Online version: Waring, Scott M. Conducting authentic historical inquiry New York, NY : Teachers College Press, [2020] 9780807778647 |
| LCCN | 2020013696 |
| ISBN | 9780807764053 hardcover |
| ISBN | 0807764051 hardcover |
| ISBN | 9780807764046 paperback |
| ISBN | 0807764043 paperback |
| ISBN | electronic book |
