Integrating Primary and Secondary Sources Into Teaching: The SOURCES Framework for Authentic Investigation

Learn how to integrate and evaluate primary and secondary sources by using the SOURCES framework. SOURCES is an acronym for an approach that educators can use with students in all grades and content areas: Scrutinize the fundamental source, Organize thoughts, Understand the context, Read between the lines, Corroborate and refute, Establish a plausible narrative, and Summarize final thoughts. Waring outlines a clearly delineated, step-by-step process of how to progress through the seven stages of the framework, and provides suggestions for seamlessly integrating emerging technologies into instruction. The text provides classroom-ready examples and explicit scaffolding, such as sources analysis sheets for various types of primary and secondary sources. Readers can use this resource to give students the skills and knowledge necessary to think critically and create evidence-based narratives, in a manner similar to professionals in the field.Book Features: Offers a grounded means for conducting higher-order reasoning and inquiry. Demonstrates how to integrate this approach in various disciplinary areas, such as social studies, English/language arts, mathematics, and science. Provides user-friendly lessons and activities. Includes resources to assist students throughout the inquiry process.

Table of Contents:
Contents (Tentative) Preface ix 1. The SOURCES Framework for Teaching With Primary and Secondary Sources: An Introduction 1 Steps to Preparing Students to Think Critically and Utilize Primary Sources 3 Critical Examination of Sources 10 Evaluation of Sources 16 Primary Source Sets 18 The SOURCES Framework for Teaching With Primary Sources 23 2. What Would Historians Write About Thomas Garber? An Application of a SOURCES Lesson 29 Scrutinizing the Fundamental Source(s) 29 Organizing Thoughts  31 Understanding the Context 34 Reading Between the Lines 35 Corroborating and Refuting 36 Establishing a Plausible Narrative 43 Summarizing Final Thoughts 44 Conclusion 44 3. Assessing General Washington’s Plan to Attack Princeton at the Beginning of 1777: An Application of the SOURCES Framework 47 Scrutinizing the Fundamental Source(s) and Organizing Thoughts 50 Organizing Thoughts and Understanding the Context 51 Reading Between the Lines 52 Corroborating and Refuting  53 Establishing a Plausible Narrative 59 Summarizing Final Thoughts 60 Conclusion 60 4. Building Capacity for Student Agency: Using Baseball-Related Primary Sources and the SOURCES Framework 63 Scrutinizing the Fundamental Source(s)  64 Organizing Thoughts 65 Understanding the Context 65 Reading Between the Lines 66 Corroborating and Refuting 67 Establishing a Plausible Narrative 71 Summarizing Final Thoughts 72 Conclusion 72 5. What Motivated the Wright Brothers?An Application of the SOURCES Framework 73 Scrutinizing the Fundamental Source(s) 73 Organizing Thoughts 77 Understanding the Context 77 Reading Between the Lines 78 Corroborating and Refuting 78 Establishing a Plausible Narrative 79 Summarizing Final Thoughts 80 Conclusion 80 6. Using Poetry to Build the Capacity to EmpathizeAn Application of the SOURCES Framework 83 Scrutinizing the Fundamental Source(s) 83 Organizing Thoughts 86 Understanding the Context 86 Reading Between the Lines 90 Corroborating and Refuting 91 Establishing a Plausible Narrative 93 Summarizing Final Thoughts 94 Conclusion 94 7. Teaching Controversial LiteratureAn Application of the SOURCES Framework 97 Scrutinizing the Fundamental Source(s) 100 Organizing Thoughts 101 Understanding the Context 102 Reading Between the Lines 103 Corroborating and Refuting 103 Establishing a Plausible Narrative 109 Summarizing Final Thoughts 109 Conclusion 110 8. An Examination of CiphersAn Application of the SOURCES Framework 111 Scrutinizing the Fundamental Source(s) 112 Organizing Thoughts 114 Understanding the Context 114 Reading Between the Lines 115 Corroborating and Refuting 116 Establishing a Plausible Narrative 118 Summarizing Final Thoughts 118 Conclusion 118 9. Are We Alone in the Universe?An Application of the SOURCES Framework 121 Scrutinizing the Fundamental Source(s) 122 Organizing Thoughts 123 Understanding the Context 123 Reading Between the Lines 125 Corroborating and Refuting 125 Establishing a Plausible Narrative 127 Summarizing Final Thoughts 127 Conclusion 128 10. Engaging Students With Emerging Technologies:Web 2.0 Tools for Each of the Stages of the SOURCES Framework 129 Using Multimedia-Based Discussion and Polling Tools to Facilitate Scrutinizing the Fundamental Source(s) 130 Using Collection, Categorization, Storage, and Annotation Tools to Facilitate Organizing Thoughts 133 Using Collaborative and Discussion Tools to Facilitate Understanding the Context 137 Using Scaffolding Tools to Facilitate Reading Between the Lines and Corroborating and Refuting 140 Developing and Publishing Tools to Facilitate Establishing a Plausible Narrative 145 Creating a Digital Portfolio to Facilitate Summarizing Final Thoughts 149 Conclusion 151 11. Additional Resources and Considerations 153 Implementing the SOURCES Framework 153 Primary Sources and Copyright 155 Primary Source Repositories and Resources 157 SOURCES Framework for Teaching With Primary and Secondary Sources 161 The Future, Possibilities, Potential Roadblocks, and Making the Most of the Inquiry Process 163 References 167 Index 173 About the Author 182

About the Author :
Scott M. Waring is a professor and the program coordinator for the Social Science Education Program at the University of Central Florida.

Review :
"This book is an essential read for anyone with a desire to take the important research findings about the benefits of primary source analysis and effectively integrate them into social studies education." --Teachers College Record