Using Inquiry to Prepare Students for College, Career, and Civic Life: Secondary Grades
Using Inquiry to Prepare Students for College, Career, and Civic Life: Secondary Grades
Welcome to a special set of online methods texts designed to support your construction of inquiry learning through primary source documents in social studies education! This secondary edition supports methods instruction for middle and secondary grades classrooms. The elementary edition (a separate volume) supports methods instruction tailored for the elementary grades. Both texts were generously supported by a Teaching with Primary Sources (TPS) grant from the Library of Congress. NCSS is a proud member of the TPS Consortium, which is comprised of educational organizations nationwide to support high-quality teaching and learning using the vast and free public collections of the Library. We acknowledge the significance of the Library of Congress in supporting the needs of methods instructors and pre-service teachers nationwide by providing free access to its primary source materials, which are found throughout these chapters.
The following reference information should be used in the citation of this book: Waring, S. M. (Ed.). (2023). Using Inquiry to Prepare Students for College, Career, and Civic Life (Secondary Grades). Silver Spring, MD: National Council for the Social Studies.
Read individual chapters below, or download full ebook.
Using Inquiry to Prepare Students for College, Career, and Civic Life
Secondary Grades
Edited by Scott M. Waring
Download Full E-Book PDFIntroduction: What Is the Source of Inquiry?
Lawrence M. Paska, National Council for the Social Studies
Scott M. Waring, University of Central Florida
Chapter 1
Perspectives of the Primary Source Creator, Selector, and Learner
Ken Carano, Western Oregon University
Tina M. Ellsworth, Northwest Missouri State University
Chapter 2
Models of Instruction: Varying Teaching to Support Learners During Inquiry
Jeffery D. Nokes, Brigham Young University
Chapter 3
Historical Thinking Through Multiple Lenses
Carol LaVallee, Sarasota County Schools
Chapter 4
How Does a Religious Lens Impact the Story?
Ken Carano, Western Oregon University
Chapter 5
How Can “Ordinary” People Make an Impact?
Brian Furgione, University of Central Florida
Chapter 6
Primary Sources and Digital Media Literacy
Carol LaVallee, Sarasota County Schools
Chapter 7
Teaching Historical Reading and Writing With Library of Congress Resources
Jeffery D. Nokes, Brigham Young University
Chapter 8
How Does an Indigenous Critical Orientation Change the Story?
Ken Carano, Western Oregon University
Chapter 9
Can We Believe What We Learn From Museums and Other Historic Sites?
Tina M. Ellsworth, Northwest Missouri State University
Chapter 10
How Should Teachers Teach Controversial History?
Carol LaVallee, Sarasota County Schools
Chapter 11
How Can We Use a Geographic Lens to Analyze Primary Sources?
Ken Carano, Western Oregon University