DOI
https://doi.org/10.14305/jn.19440413.2021.13.3.01
Abstract
Due to the implementation of No Child Left Behind and the Common Core State Standards, disciplinary literacy has become a vital component of social studies instruction in middle and secondary classrooms. This paper determines the degree to which nine middle and high school social studies teachers were successful in designing integrated learning experiences for their students after attending professional development. Data from semi-structured interviews, teachers’ instructional units, workshop surveys and field notes were collected and analyzed for the qualitative study. The study considers how teachers’ instructional units incorporated primary sources to support students’ foundational literacy skills, scaffolded disciplinary understanding, historical analysis, and highlighted community issues that connected their lived experiences to broader social concerns.
Recommended Citation
Langan, E., & Lawrence, S. A. (2021). Which came first: Literacy or social studies? How primary sources can bridge the divide. Excelsior: Leadership in Teaching and Learning, 13(3), 182–197. https://doi.org/10.14305/jn.19440413.2021.13.3.01 CCBY.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
