A Case for Using Images to Teach Women's History

Autor/in	Schocker, Jessica B.
Titel	A Case for Using Images to Teach Women's History
Quelle	In: History Teacher, 47 (2014) 3, S.421-450 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	Females; History Instruction; Teaching Methods; Primary Sources; Learning Processes; Archives; Honors Curriculum; United States History; Assignments; Outcomes of Education; Tests; Thinking Skills; Lesson Plans; College Faculty; Photography; Electronic Libraries; Critical Thinking; College Students; Secondary School Students + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Primärquelle; Learning process; Lernprozess; Archivwesen; Archiv; Assignment; Auftrag; Zuweisung; Lernleistung; Schulerfolg; Examination; Prüfung; Examen; Denkfähigkeit; Lesson planning; Unterrichtsplanung; Fakultät; Fotografie; Digitale Bibliothek; Elektronische Bibliothek; Kritisches Denken; Collegestudent; Sekundarschüler
Abstract	Research in history education has long suggested that teaching with primary source documents adds significant value to a student's learning experience, resulting in deeper levels of understanding beyond mere fact acquisition. Recent studies have specifically identified the value of using digitized primary sources. One category of primary source documents that has received increased attention recently, particularly with regard to teaching women's history, is the use of images. Historical images are becoming increasingly more available, especially due to the digital archives of the Library of Congress. As a faculty member in Social Studies Education and Women's Studies, the author eagerly turned to images to guide "Women in Modern History," an honors course with a focus on the history of American women over the past 100 years. The goals in this course were to increase the level of critical thinking and to inspire deeper levels of historical understanding. This article presents a combination of anecdotal experiences from the class, practical lesson and assignment strategies, and the performance outcomes of students on their final assessment as evidence of the effectiveness of the strategies utilized. The author argues that incorporating images of women and thoughtfully teaching students to analyze those images invigorates deeper levels of historical understanding. These methods are especially applicable in secondary and postsecondary history classes, but could certainly be adapted for use in elementary classes as well. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01