Abstract
Learning history in high school is often disconnected from the process used by professional historians to understand the past. This research studies the implementation of primary source analysis in the high school American History classroom as a means to increase historical understanding. Previous research focuses on increasing achievement while this study also includes impact on engagement and attitude. Primary source analysis was the main instructional strategy used in one unit of study in a required ninth grade American History course at a suburban high school in April 2016. Student historical understanding was assessed using student self-reports on a daily basis, pre and post formal test questions and surveys, and teacher observations. A variety of data sources indicate positive impact of primary source analysis on student engagement, achievement, and attitude. Results indicate further study is needed to identify the impact of primary source analysis on social studies education.
Date Action Research Paper Completed
6-2016
Document Type
Action Research Paper
Degree Name
Master of Science in Education
Department
Education-Rochester
Capstone Advisor
Joel Traver
Location
Rochester, MN
Recommended Citation
Nelson, Kristina, "Primary Sources & Historical Understanding in High School American History" (2016). Education Masters Papers. 12.
https://openriver.winona.edu/educationmasterspapers/12
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Secondary Education Commons
