References

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Blankenship, W. G. (2015). Teaching and Assessing Historical Thinking: Reading Like a Historian and Beyond the Bubble. Theory & Research in Social Education, 43(4), 568–576.

Breakstone, J., Wineburg, S., & Smith, M. (2015). Formative Assessment Using Library of Congress Documents. Social Education, 79(4), 178–182.

Monte-Sano, C. (2011). Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation. Curriculum Inquiry, 41(2), 212–249.

Reisman, A. (2012). The “Document-Based Lesson”: Bringing Disciplinary Inquiry into High School History Classrooms with Adolescent Struggling Readers. Journal of Curriculum Studies, 44(2), 233–264.

Reisman, A. (2012). Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools. Cognition & Instruction, 30(1), 86–112.

Wineburg, S., Martin, D. (2009). Tampering with History: Adapting Primary Sources for Struggling Readers. Social Education, 73(5), 212-216.

Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms. New York: Teachers College Press, Columbia University.

 

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