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dc.contributor.authorDilcher, Elizabeth A.
dc.date.accessioned2021-09-07T21:53:46Z
dc.date.available2021-09-07T21:53:46Z
dc.date.issued8/1/2007
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5594
dc.description.abstractStudents of history are actively engaged in processes and meanings of memory, heritage and history. The differences between memory, heritage and history generate constructive conflict and inquiry about the past. Contextualization and corroboration of primary sources accesses the past. Contextualization and corroboration of inquiry primary sources, as with other primary sources, informs understandings about the past. Construction of a webpage using primary sources of memory, heritage, history, and contextualized and corroborated inquiry may provide one model for inquiry within memory, heritage, and history.
dc.subjectMemory
dc.subjectHeritage
dc.subjectHistory
dc.subjectConceptualization
dc.subjectPrimary Sources
dc.subjectEbenezers
dc.subjectGerman Immigration
dc.titleThe Ebenezers, 1843-1859
dc.typethesis
refterms.dateFOA2021-09-07T21:53:46Z
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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