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Home » Professional Development » Workshops & Courses » Workshop 2: Using Inquiry and Primary Sources to Develop Critical Thinking In Social Studies

Workshop 2: Using Inquiry and Primary Sources to Develop Critical Thinking In Social Studies

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Teachers will develop skills for accessing, evaluating, and teaching with primary sources. They will learn various methods of using inquiry to develop critical thinking skills within a variety of disciplines and strategies for using writing as a tool for learning in Social Studies.




Instructor: Professor Keith C. Barton, Indiana University

Dates: 24 & 25 Aug 2010 OR 27 & 28 Jan 2011

Time: 9am - 4pm

Venue: Nanyang Girls' High School


Course Overview

This course will focus on investigations using primary sources from History and other Social Studies subjects. Inquiry projects — in which students develop meaningful questions, identify and evaluate a variety of sources, and draw conclusions based on evidence — are crucial to developing learners who can take initiative, think critically, and understand the meaning and significance of their knowledge of history and society.

This course will model practical methods for identifying questions, examining sources, and developing writing skills in Social Studies. To empower students to explore subjects and issues that matter most to them, participants will learn creative ways primary source materials can be integrated in the Social Studies classroom. Participants will also be engaged in discussion of the rationale for these methods and how they can best be adapted to differing circumstances.


About the Trainer

 Keith C. Barton, a former elementary and middle school teacher, is a professor of Curriculum and Instruction at Indiana University (USA). One of the leading scholars in the field of History and Social Studies education, he is a frequent conference speaker and presenter both in the United States and internationally. He has also conducted many workshops for teachers on primary sources, content integration, and inquiry in the social studies. He is co?author, with Linda S. Levstik, of Doing History: Investigating with Children in Elementary and Middle Schools, Teaching History for the Common Good, and Researching History Education: Theory, Method, and Context.


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