“[My] Family Has Gone through That”: How High School Students Determine the Trustworthiness of Historical Documents

Journal of Social Studies Research - Tập 40 - Trang 109-121 - 2016
Lauren McArthur Harris1, Anne-Lise Halvorsen2, Gerardo J. Aponte-Martínez2
1Arizona State University, PO Box 874302, Tempe, AZ 85287, USA
2Department of Teacher Education, Erickson Hall 620 Farm Lane, Michigan State University, East Lansing, MI 48824, USA

Tóm tắt

This mixed-methods study explores how high school students ( n=35) enrolled in a school with a high Latino/a population evaluate the trustworthiness of documents in two historical reasoning tasks: one about the Dust Bowl in the 1930s and the other about the experiences of Mexicans and Mexican Americans in the 1920s. Students indicated whether they trusted each document, provided a rationale for their trust (or distrust) of each document, and ranked the trustworthiness of the documents. We also interviewed 10 focal students to explore students’ reasoning in more in-depth ways than the written responses allowed. We found that students tended to trust the secondary source documents more than the primary source documents because, as they argued, the secondary source documents contained more facts. In contrast, students were less likely to trust the primary source documents, particularly the songs, arguing that they were more opinion-based than factual. We also found that some students had an emotional response to the content of some of the documents, and in some cases, these emotional responses shaped how they viewed the documents’ trustworthiness. Additionally, students’ heritage may have played a role in some students’ trust justifications for some documents in the experiences of Mexicans and Mexican Americans task. We conclude with implications for curriculum and instruction.

Tài liệu tham khảo

Almarza D.J., 2001, Journal of Social Studies Research, 25, 4 10.1080/00220270903095993 10.1111/j.1467-9620.2006.00775.x 10.1177/003172170508601006 10.4324/9781410610508 10.1108/SSRP-03-2011-B0001 10.1037/0022-0663.97.2.139 10.1080/00933104.2014.908754 10.1108/SSRP-01-2013-B0003 10.1111/0362-6784.00100 Epstein T. Interpreting national history: Race, identity, and pedagogy in classrooms and communities 2009 RoutledgeNew York Epstein T., 2011, Journal of Social Studies Research, 35, 2 10.1080/15235882.2011.568831 Great Schools. (2014). 〈http://www.greatschools.org〉 Accessed 08.07.14. 10.1080/00933104.2004.10473265 10.1080/00220272.2014.881925 Ladson-Billings G. The dreamkeepers: Successful teachers of African American children 1994 Jossey-BassSan Francisco Ladson-Billings G., 2006, White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations and eliminating racism, 29 Lévesque S. Thinking historically: Educating students for the twenty-first century 2008 University of Toronto PressToronto 10.1177/016146811411600605 10.1016/0147-1767(85)90062-8 10.1080/07370008.2013.769995 10.1080/00933104.2013.755745 Miles M.B., Huberman A.M. Qualitative data analysis: An expanded sourcebook 2nd ed.1994 Sage PublicationsThousand Oaks, CA 10.1598/JAAL.52.2.1 10.3102/0002831208319733 10.1080/10508406.2010.481014 10.1111/j.1467-873X.2011.00547.x National Center for Education Statistics The nation's report card: U.S. history 2010 2011 Institute of Education Sciences, U.S. Department of EducationWashington, DC NCES 2011–468 National Council for the Social Studies [NCSS] (2013) The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of K-12 civics, economics, geography, and history (Silver Spring, MD: National Council for the Social Studies). National Governors Association Center for Best Practices [NGA], & Council of Chief State School Officers [CCSSO] Common core state standards English language arts & literacy in history/social studies, science, and technical subjects 2010 National Governors Association for Best Practices, Council of Chief State School OfficersWashington DC 10.1080/09518398.2012.762477 10.3102/0013189X12441244 10.1080/00933104.2010.10473440 10.1177/1538192711436084 10.1037/0022-0663.88.3.478 Shadish W.R., Cook T.D., Campbell D.T. Experimental and quasi-experimental designs for generalized causal inference 2002 Houghton Mifflin CompanyBoston Stairs A.J., 2007, The English Journal, 96, 37 Stanford History Education Group. (n.d). Reading like a historian. 〈http://sheg.stanford.edu/rlh〉. Accessed 19.11.14. 10.1177/0042085906294027 10.3102/000283120390041089 10.1086/499720 VanSledright B.A., 2004, Social Education, 68, 230 10.3102/00028312028003495 Wineburg S.S. Historical thinking and other unnatural acts: Charting the future of teaching the past 2001 Temple University PressPhiladelphia Wineburg S., 2009, Social Education, 73, 212 10.1177/0022487109359775
Thông tin
Thông tin xuất bản

Journal of Social Studies Research

Tập 40

109-121

Thông tin tác giả