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The "Document-Based Lesson": Bringing Disciplinary Inquiry into High School History Classrooms with Adolescent Struggling Readers
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Reisman, Avishag – Journal of Curriculum Studies, 2012
This article describes an attempt to bring disciplinary historical inquiry into the social studies classroom. This work emerges from a five-school 6-month intervention in San Francisco, "Reading like a Historian", which found main effects for student learning across four quantitative measures: historical thinking, factual knowledge,…
Descriptors: Social Studies, Secondary Education, History Instruction, Inquiry