"What do Historians know about sources that educators miss?"

  offers some sage advice for teachers.  Reach out to specialists, if you have questions about sources (I need to do this more consistently).  And the emphasis of posing driving questions is a necessary practice of historical inquiry, a step that students need to demonstrate repeatedly.  This questioning will show productivity as students engage with various sources and evaluate how they assist in responding to the driving questions.  Fine session!

  • I was teaching for far too long when I realized that students were assuming a primary source was True because I had handed it to them! And now I'm thinking that helping students see that the textbook is not the Source of All might give them incentive to engage with it!  I look forward to hearing more about how to implement these rules!

  • Heather Nice--I really liked your video. What stood out for me is the fluidity between primary and secondary sources. You described a lesson where, depending on the research question, students would categorize sources as primary or secondary. That would be brilliant if someone could create that. I wonder if it already exists in OER somewhere.