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Hicks, David; Doolittle, Peter E.; Ewing, E. Thomas – Social Education, 2004
Understanding history is a challenge. In order to provide teachers with a tool that can help students acquire the knowledge and skills necessary to interpret primary sources and reconcile various historical accounts, the authors developed the SCIM-C strategy. Grounded in research on teaching and learning history and building upon Riley's layers of…
Descriptors: Historians, History Instruction, Primary Sources, Teaching Methods
Peer reviewed
Stephens, Robert P.; Lehr, Jane L.; Thorp, Daniel B.; Ewing, E. Thomas; Hicks, David – Social Education, 2005
Today's students are generally accustomed to seeing timelines of events, lists of names, and bulleted items, yet they lack an understanding of the complexity of historical analysis. Learning to read historical information from charts, for example, teaches students to evaluate the significance of change. Comparing related primary sources can…
Descriptors: Historians, Educational Technology, Slavery, Historical Interpretation