ERIC Number: EJ1002131
Record Type: Journal
Publication Date: 2013-Feb
Reference Count: 0
Good Readers Make Good Historians: "Can We Just Settle It on "a Lot of People Died"?"
Barksdale, Scott T.
History Teacher, v46 n2 p231-252 Feb 2013
Teachers can engage students in historical thinking by intentionally structuring close reading tasks. This article provides a practical and theoretical examination of the learning and teaching during a 30-minute social studies class in which students studied colonization by reading a primary source text from the Jamestown Colony. Students used inference as a tool first to explain the literal meaning of the text (explanatory inference) and then to elaborate on that literal meaning to develop their historical ideas (elaborative inference). Also, an inquiry-based teaching method called "critical exploration" was used in this class and is described in practical terms. (Contains 35 notes.)
Descriptors: History Instruction, Intellectual Disciplines, Differences, Content Area Reading, Reading Comprehension, Teaching Methods, Inferences, Language Usage, Sociolinguistics, Elementary Education, Reading Skills, Grade 4, Historians, Primary Sources, Critical Reading
Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 4
Authoring Institution: N/A