View in EDS HTML Full Text PDF Full Text

Weighing the Evidence: Historians-in-training in the Elementary Classroom.

Saved in:
Bibliographic Details
Title: Weighing the Evidence: Historians-in-training in the Elementary Classroom.
Authors: D'Souza, Lisa Andries (AUTHOR), Cirone, Taylor (AUTHOR)
Source: Social Studies. May/Jun2025, Vol. 116 Issue 3, p167-177. 11p.
Subjects: Historical source material, Social sciences education, Participatory democracy, Advertising, Classrooms
Abstract: Using an inquiry approach in the elementary social studies curriculum provides opportunities for students to gain skills as historians-in-training. When the inquiry examines modified historical sources, students develop critical thinking and perspective-taking while they learn to consider the point of view, context, missing information, and possible bias. These skills are crucial to engage as informed citizens in a participatory democracy. The authors present an inquiry-based lesson about the impact of Westward Expansion. Students were supported in their exploration of historical sources to draw conclusions using evidence. The original historical sources include advertisements, petitions, photos, letters, and reports—each modified by the authors to support elementary learners. After scaffolded investigations into each source, students were tasked with answering the essential question: What was the impact of Westward Expansion? [ABSTRACT FROM AUTHOR]
Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 184676032
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Weighing the Evidence: Historians-in-training in the Elementary Classroom.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22D'Souza%2C+Lisa+Andries%22">D'Souza, Lisa Andries</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cirone%2C+Taylor%22">Cirone, Taylor</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Social+Studies%22">Social Studies</searchLink>. May/Jun2025, Vol. 116 Issue 3, p167-177. 11p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Historical+source+material%22">Historical source material</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+democracy%22">Participatory democracy</searchLink><br /><searchLink fieldCode="DE" term="%22Advertising%22">Advertising</searchLink><br /><searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using an inquiry approach in the elementary social studies curriculum provides opportunities for students to gain skills as historians-in-training. When the inquiry examines modified historical sources, students develop critical thinking and perspective-taking while they learn to consider the point of view, context, missing information, and possible bias. These skills are crucial to engage as informed citizens in a participatory democracy. The authors present an inquiry-based lesson about the impact of Westward Expansion. Students were supported in their exploration of historical sources to draw conclusions using evidence. The original historical sources include advertisements, petitions, photos, letters, and reports—each modified by the authors to support elementary learners. After scaffolded investigations into each source, students were tasked with answering the essential question: What was the impact of Westward Expansion? [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Social Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=184676032
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00377996.2024.2374285
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 167
    Subjects:
      – SubjectFull: Historical source material
        Type: general
      – SubjectFull: Social sciences education
        Type: general
      – SubjectFull: Participatory democracy
        Type: general
      – SubjectFull: Advertising
        Type: general
      – SubjectFull: Classrooms
        Type: general
    Titles:
      – TitleFull: Weighing the Evidence: Historians-in-training in the Elementary Classroom.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: D'Souza, Lisa Andries
      – PersonEntity:
          Name:
            NameFull: Cirone, Taylor
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May/Jun2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00377996
          Numbering:
            – Type: volume
              Value: 116
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Social Studies
              Type: main
ResultId 1