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dc.contributor.advisorCorey, Mary E.
dc.contributor.authorAccordo, Marina
dc.date.accessioned2021-09-07T21:51:37Z
dc.date.available2021-09-07T21:51:37Z
dc.date.issued8/5/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5383
dc.description.abstractIn education today, the Common Core State Standards have moved to the forefront in setting academic expectations for our students. These standards focus on better preparing students for college and the real world by requiring teachers to promote higher order thinking skills through more rigorous content. In particular, Social Studies educators will use the Common Core Standards to promote historical thinking skills that allow students to both comprehend information, as well as analyze different texts and perspectives. With these new standards, simply using a textbook to guide instruction is not enough to prepare our students for success in college. This project seeks to provide teachers with primary sources that supplement instruction and the use of a text book in order to provide students with a better knowledge of history through differing perspectives and varying resources. Additionally, it provides research based learning strategies that can be used in guiding teachers through lesson planning, to better promote historical learning skills within middle school students.
dc.subjectHistorical Thinking Skills
dc.subjectPrimary Sources
dc.subjectTextbook Analysis
dc.titleThe 1960's and American Education: An Examination of Textbooks and Analysis on the Use of Primary Sources to Foster Critical Thinking Skills
dc.typethesis
refterms.dateFOA2021-09-07T21:51:37Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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