The Power and Potential of Primary Sources

Morgan, Denise N.; Rasinski, Timothy V.

doi:10.1002/trtr.01086

Cited by 19 publications

(10 citation statements)

References 9 publications

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“…We believe it also helped students connect to other history they may have gleaned from textbooks and resulted in a richer understanding of the past. Artifact exploration, and accompanying discussions, can complement well the history these texts cover (Morgan & Rasinski, 2012).…”

Section: • Ritual and Ceremonial Artifactsmentioning

confidence: 89%

Using Artifacts to Study Historical and Realistic Children's and Adolescent Fiction in the Classroom

Powell¹,

McGrail²

2013

Language Arts Journal of Michigan

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Section: • Ritual and Ceremonial Artifactsmentioning

confidence: 89%

Using Artifacts to Study Historical and Realistic Children's and Adolescent Fiction in the Classroom

Powell¹,

McGrail²

2013

Language Arts Journal of Michigan

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“…Morgan and Rasinski (2012) noted, "Primary sources help students develop immediacy to the time period or event and allow for a natural compare-contrast that deepens understanding of the past as well as the present" (p. 585). However, the use of primary source text instead of, or in addition to, a textbook presents a set of unique challenges to readers, including a variety of genres and text structures, multiple points of view, historical references, specialized vocabulary, and the specificity of language, as described in the following sections.…”

Section: What Counts As Textmentioning

confidence: 99%

“…Though students as young as primary grades have experienced success reading primary documents when carefully scaffolded (Morgan & Rasinski, 2012;VanSledright, 2004a), it is much more typical for primary sources to be completely neglected in the elementary grades (Morgan & Rasinski, 2012). By the time students enter middle and high school where entire courses are devoted to the study of history are required, typically students have limited background with the numerous genres and text structures they will be required to read.…”

Section: Variety Of Genres and Text Structuresmentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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“…The use of primary sources in social studies education dates back to the earliest educational committees of the late nineteenth century (Bohan, 2004; Hertzberg, 1971; Thornton, 2001), and the research literature of the past several decades is replete with examples of the benefits of using primary sources to teach not only literacy (Bickford and Bickford, 2015; Pellecchia, 2015; Perrotta and Bohan, 2018; Sell and Griffin, 2017) and critical thinking skills (Cowgill and Waring, 2017; Morgan and Rasinski, 2012; Patterson et al , 2012), but also disciplinary-focused historical thinking skills (Freedman, 2015; Pellecchia, 2015; Reisman, 2015; Tally and Goldenberg, 2005).…”

Section: Introductionmentioning

confidence: 99%

Using found poetry to cultivate student literacy, empathy, and creativity

Johnson

2019

SSRP

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Purpose The emphasis on primary sources and disciplinary literacy skills in not only the Common Core State Standards, but other national curricula (i.e. College Board exams and the NCSS C3 Framework) requires that teachers continue to find ways to integrate these skills into their elementary and secondary classrooms. The paper aims to discuss this issue. Design/methodology/approach This paper introduces a cross-disciplinary approach that integrates primary source reading skills and the arts to cultivate student literacy and creativity though the writing of found poems. Findings Found poetry activities based on social studies primary sources allow students to practice literacy skills, engage more deeply with social studies content, and also may encourage the development of historical empathy toward the experiences and perspectives of distant peoples and events. Practical implications After reading and analyzing primary sources, students can create and present their found poems in diverse formats which allows for student expression and creativity in the classroom. Teachers can easily modify found poetry activities to meet the needs of diverse learners. Originality/value This paper fulfills the identified need to increase literacy skills and incorporate more student participation in the classroom. Using the strategy of student-inspired found poems, primary sources become more tangible and meaningful to students. Found poems offer yet another way to integrate the arts into social studies education.

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The Power and Potential of Primary Sources

Cited by 19 publications

References 9 publications

Using Artifacts to Study Historical and Realistic Children's and Adolescent Fiction in the Classroom

Using Artifacts to Study Historical and Realistic Children's and Adolescent Fiction in the Classroom

Improving Reading Comprehension of Middle and High School Students

Using found poetry to cultivate student literacy, empathy, and creativity

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