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Using Primary Documents to Foster Historical Thinking Skills in a Secondary English As a Foreign Language Classroom

Anderson, Corinne
2013
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https://hdl.handle.net/11299/187557
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Using Primary Documents to Foster Historical Thinking Skills in a Secondary English As a Foreign Language Classroom

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2013

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In order to explore the benefits of primary sources in the classroom, this study evaluates lessons within a unit in which the primary method of content delivery is made through the use of primary source documents to English language learners. To better understand the use of primary sources in fostering historical thinking skills in high school students learning English as a Foreign Language, this case study assesses student research and performance using the model of the National History Day Project. This project provides a curriculum model centered on the use of primary sources to guide student research and understanding of a topic.

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THESIS Presented in Partial Fulfillment of the Requirements for The Master of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2013
Committee names: Christopher W. Johnson (Chair), Insoon Han. This item has been modified from the original to redact the signatures present.

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Master's Degree Culminating Works
Master of Education Plan C Papers and Master of Arts in Education and in Curriculum and Instruction Plan B Project Papers

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University of Minnesota, Duluth. College of Education and Human Service Professions

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Anderson, Corinne. (2013). Using Primary Documents to Foster Historical Thinking Skills in a Secondary English As a Foreign Language Classroom. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/187557.

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