Rowman & Littlefield Publishers
Pages: 100
•
Trim: 6¼ x 9
978-1-4758-1053-0 • Paperback • September 2014 • $32.00 • (£25.00)
978-1-4758-1054-7 • eBook • September 2014 • $30.00 • (£22.99)
Mark Newman is associate professor of curriculum instruction and social studies education at National Louis University.
Preface
Introduction: What Are Primary Sources?
Part One: Understanding Primary Sources
The world of primary sources
Print documents
Visual documents
Maps
Photographs
Editorial Cartoons
Film/video
Fine Arts
Folk Culture and Mythology.
The Built Environment
Material culture
Natural Environment
Part Two: Primary Sources in the Classroom
The Big Picture Inquiry-Based Learning Method
Classroom Exercises
Exploring the nature of primary sources
Using primary source texts to open a unit of study
Constructing Document-Based Questions
Using Visuals to Meet the Needs of All Learners
Designing a Curriculum for All Learners
Part Three: Accommodating Common Core
Accommodating Common Core Literacy Standards
Accommodating the C3 Framework for State Social Studies Standards
Bibliography
Newman illustrates how to integrate primary sources into K–12 social studies and history curricula. He explains what primary sources are, where they can be found, how they can be incorporated into curricula, and how they accommodate the new Common Core and the C3 Framework social sciences requirements. The first chapter explores the different types of primary sources and points out their strengths and limitations. Chapter 2 shows how to create lesson plans and exercises and how to do assessment when using primary sources such as maps, documents, and songs. The author also explains how primary sources support teaching and learning with document-based questions, special-needs students, and English-language learners. The last chapter illustrates how it is possible to meet the Common Core and the C3 Framework requirements using primary sources and discusses the importance of developing long-term goals to offer a progressive way for students to practice their skills. Overall, the book emphasizes that primary sources can improve the quality of teaching and learning at all levels of education. The book includes a useful bibliography. Easy to read, with many charts and a resource list, this book will help enhance teaching and learning. Summing Up: Highly recommended. Lower-division undergraduates through professionals/practitioners.
— Choice Reviews
With the implementation of the Common Core standards throughout schools, teachers are constantly looking for new and innovative strategies to improve educational practices. The book Vital Witnesses-Using Primary Sources in History and Social Studies will offers practical and engaging strategies for teachers looking to incorporate primary and secondary sources in their curricula. It will provide a valuable and much-needed resource for teachers focused on preparing their students moving forward.
— Sarah J. Manuel, Seventh grade instructor, Chicago Public Schools
As K-12 social studies teachers navigate the environment of national standards created by C3 Framework and Common Core, they need precisely what Vital Witnesses provides—a friendly, understandable guide which demonstrates how primary sources can be used to bring learning to life for students of all aptitudes and backgrounds.
— Dan Fouts, Social Science instructor, Maine West High School, Des Plaines, IL
Mark Newman’s Vital Witnesses-Using Primary Sources in History and Social Studies is a valuable resource for both veteran and beginning educators because it provides modern approaches and convenient tools on how to best use primary and secondary sources in the classroom. The adaptability and flexibility of the strategies presented makes them suitable for all students, including those with special needs, English Language Learners, and struggling learners. In an increasingly more diverse school-setting, along with the implementation of Common Core and C3 standards, it is crucial for teachers to have an in-depth knowledge of field-tested techniques that work to improve both instruction and learning – which is what Newman clearly articulates in his work.
— Jenny Peters, Social Science & ELL instructor, Maine Township High School, District 207