This document provides information about developing students' critical thinking skills through documents-based study in history. It begins by outlining the purpose and importance of the documents-based question in the Leaving Certificate history exam. It then defines and explains key terms used in the syllabus related to developing critical skills and analyzing historical sources. The document provides examples of questioning techniques students can use to interrogate sources, including asking the 5Ws. It includes sample card sorting exercises where students evaluate snippets of evidence to determine if they support or disagree with a given proposition. The purpose is to get students actively engaging with sources and making evidence-based judgements.
This document provides information about developing students' critical thinking skills through documents-based study in history. It begins by outlining the purpose and importance of the documents-based question in the Leaving Certificate history exam. It then defines and explains key terms used in the syllabus related to developing critical skills and analyzing historical sources. The document provides examples of questioning techniques students can use to interrogate sources, including asking the 5Ws. It includes sample card sorting exercises where students evaluate snippets of evidence to determine if they support or disagree with a given proposition. The purpose is to get students actively engaging with sources and making evidence-based judgements.
This document discusses developing critical thinking skills in students through document-based study in history. It outlines key terms and learning outcomes for document-based questions. It emphasizes teaching students to critically analyze primary source documents by considering the type of document, author, context, and purpose. Sample document-based questions are provided on topics from the Irish history syllabus from 2014-2015. Comments from past exams stress the importance of referring to multiple documents and avoiding assumptions about bias. Suggestions are made for developing students' historical literacy through exercises sorting information and using writing frames.
LC Religious Education coursework generalsiobhanpdst
The document discusses the guidelines for the Religious Education coursework component of the Leaving Certificate exam in Ireland. It states that coursework makes up 20% of the total exam marks and involves students researching and writing about a selected title from a list of four options. The coursework is divided into two sections: findings, which summarizes the research; and personal reflection, which addresses five questions about the topic. Students are marked based on demonstrating engagement with sources and drawing conclusions from their research.
This document provides guidance and sample materials for teaching the documents-based question component of the Leaving Certificate History exam in Ireland. It outlines key concepts like source, evidence, fact and opinion. It describes the format and styles of documents-based questions, which involve comprehension, comparison, criticism and contextualization of source materials. Sample documents and questions are provided as examples related to topics on the GAA and Dublin labour conflicts. The document aims to illustrate the critical thinking skills developed through documents-based study.
This document provides an overview of historical research. It discusses that historical research focuses exclusively on past events and occurrences. The purposes of historical research include helping people learn from past successes and failures and testing hypotheses. The major steps of historical research are defining the problem, locating sources, summarizing and evaluating information, interpreting evidence, and drawing conclusions. Historical sources can include documents, records, oral statements, and relics, and can be primary or secondary. Researchers must evaluate sources using content analysis and external and internal criticism and exercise caution when generalizing.
The document outlines an in-service training session for Irish history teachers, providing guidance on effective approaches for teaching topics, managing time, and using evidence like oral histories, film, and cartoons. It discusses balancing breadth and depth in topic coverage, provides examples of how to structure topics, and recommends framing lessons around inquiry questions to engage students and focus on important issues.
This document provides guidance on developing a topic for a history fair project. It discusses formulating a thesis statement and guiding questions based on historical context. Students are advised to use both primary and secondary sources to conduct balanced research that answers their guiding questions. The research process involves developing a premise, considering different perspectives, and using a variety of source types to tell the full story of an event from history.
This document outlines the historical method of research which involves collecting and analyzing primary and secondary sources to study past events and understand how they influence the present. The method has 7 stages: identifying a problem, formulating a hypothesis, collecting data, evaluating data, interpreting findings, reaching a conclusion, and decision making. It discusses tips for effective data collection, source criticism to validate sources, and limitations such as availability of information and potential for bias.
This document provides information about developing students' critical thinking skills through documents-based study in history. It begins by outlining the purpose and importance of the documents-based question in the Leaving Certificate history exam. It then defines and explains key terms used in the syllabus related to developing critical skills and analyzing historical sources. The document provides examples of questioning techniques students can use to interrogate sources, including asking the 5Ws. It includes sample card sorting exercises where students evaluate snippets of evidence to determine if they support or disagree with a given proposition. The purpose is to get students actively engaging with sources and making evidence-based judgements.
This document discusses developing critical thinking skills in students through document-based study in history. It outlines key terms and learning outcomes for document-based questions. It emphasizes teaching students to critically analyze primary source documents by considering the type of document, author, context, and purpose. Sample document-based questions are provided on topics from the Irish history syllabus from 2014-2015. Comments from past exams stress the importance of referring to multiple documents and avoiding assumptions about bias. Suggestions are made for developing students' historical literacy through exercises sorting information and using writing frames.
LC Religious Education coursework generalsiobhanpdst
The document discusses the guidelines for the Religious Education coursework component of the Leaving Certificate exam in Ireland. It states that coursework makes up 20% of the total exam marks and involves students researching and writing about a selected title from a list of four options. The coursework is divided into two sections: findings, which summarizes the research; and personal reflection, which addresses five questions about the topic. Students are marked based on demonstrating engagement with sources and drawing conclusions from their research.
This document provides guidance and sample materials for teaching the documents-based question component of the Leaving Certificate History exam in Ireland. It outlines key concepts like source, evidence, fact and opinion. It describes the format and styles of documents-based questions, which involve comprehension, comparison, criticism and contextualization of source materials. Sample documents and questions are provided as examples related to topics on the GAA and Dublin labour conflicts. The document aims to illustrate the critical thinking skills developed through documents-based study.
This document provides an overview of historical research. It discusses that historical research focuses exclusively on past events and occurrences. The purposes of historical research include helping people learn from past successes and failures and testing hypotheses. The major steps of historical research are defining the problem, locating sources, summarizing and evaluating information, interpreting evidence, and drawing conclusions. Historical sources can include documents, records, oral statements, and relics, and can be primary or secondary. Researchers must evaluate sources using content analysis and external and internal criticism and exercise caution when generalizing.
The document outlines an in-service training session for Irish history teachers, providing guidance on effective approaches for teaching topics, managing time, and using evidence like oral histories, film, and cartoons. It discusses balancing breadth and depth in topic coverage, provides examples of how to structure topics, and recommends framing lessons around inquiry questions to engage students and focus on important issues.
This document provides guidance on developing a topic for a history fair project. It discusses formulating a thesis statement and guiding questions based on historical context. Students are advised to use both primary and secondary sources to conduct balanced research that answers their guiding questions. The research process involves developing a premise, considering different perspectives, and using a variety of source types to tell the full story of an event from history.
This document outlines the historical method of research which involves collecting and analyzing primary and secondary sources to study past events and understand how they influence the present. The method has 7 stages: identifying a problem, formulating a hypothesis, collecting data, evaluating data, interpreting findings, reaching a conclusion, and decision making. It discusses tips for effective data collection, source criticism to validate sources, and limitations such as availability of information and potential for bias.
This document discusses historical research methods. It begins by explaining that historical research aims to understand the past and its meanings through a never-ending process of inquiry. There are several key steps to the historical method, including establishing the location and timeline of events, identifying involved people and activities, and systematically analyzing evidence to establish facts and draw conclusions. Some common areas of historical study are also outlined, such as period history, world history, and social or cultural history. The document concludes by detailing the characteristics of strong historical research and outlining the typical methodology, which involves identifying a topic, collecting and evaluating primary and secondary sources, and synthesizing the information into a narrative report.
The document discusses various aspects of historical research including:
1. The definition and areas of history as well as views on the value of historical research.
2. Historical research as a modern undertaking aimed primarily at critical search for truth.
3. The characteristics of contemporary historical research including methods such as formulating problems, gathering sources, and criticizing sources both externally and internally.
4. The strengths and limitations of historical research in only providing a partial view of the past based on surviving records.
Historical research examines past events to create an account of what happened. It can uncover unknown details, answer questions, and help understand how the past relates to present cultures and events. Researchers use primary sources like documents, records, artifacts, and interviews that were created during the time being studied, as well as secondary sources that analyze primary sources. They determine if sources are authentic and accurately portray events by corroborating claims across sources, identifying source details, and analyzing context. This process of negative criticism establishes reliability and helps interpret what sources convey about the past.
Definition of Historical Method/Research
Characteristics of Historical Method/Research
Steps on How to Conduct Historical Method/Research
Strengths and Limitations of Historical Method/Research
Sample Study
This document outlines the agenda and activities for a Theory of Knowledge class focusing on historical method. It includes an activity where students verbally relay an account of an event to demonstrate how details can be lost or altered over transmission. The document then covers core principles of history, different approaches to history through time in various cultures, and potential patterns and uses of history. It poses discussion questions about the nature of history, objectivity, and the relationship between history and other areas of knowledge.
This paper is Peace research and source criticism; using historical methodology to information gathering. The methods of historical research was covered in this study and questions asked in source criticism
Historical research involves testing the accuracy of past observations and reports. It aims to place events in sequence, understand surrounding activities, preserve information, answer why things happened, make information public, and inform the present. Researchers define problems, collect primary and secondary sources, evaluate sources, form hypotheses, and report interpretations. Primary sources are eyewitness accounts and original objects, while secondary sources are copies or secondhand information. Researchers use external and internal criticism to validate sources by examining language, author knowledge, and intended meanings. Historical research allows investigation of topics not possible through other methods, but the researcher cannot control for validity threats or ensure representative samples.
Historical research involves the systematic study of past events and problems through primary and secondary sources. It includes identifying a problem, collecting and evaluating data sources through external and internal criticism, synthesizing information, and interpreting conclusions. Some examples are essays from the Civil War, school attendance records over decades, and high school diplomas from the 1920s. While historical research provides perspective on current issues, it is limited by unavailable data and an inability to control past variables. Overall, understanding history assists in defining past situations and their modern meaning.
This document discusses historical research. It defines historical research as the systematic collection and evaluation of data to describe and understand past events without manipulating variables. The purposes are to learn from the past to apply to present problems, make predictions, and test hypotheses. Areas of historical research include period, world, regional, military, social, cultural, diplomatic, peoples, gender, and historiography history. Steps in research are isolating a problem, collecting primary and secondary sources, evaluating sources, formulating hypotheses, and reporting findings. Advantages are no experimenter bias while disadvantages include lack of control and interpreting sources is time-consuming.
Planning the Historical Research Paper: An Overview by Dr. Brian EbieBrian Ebie
Brian Ebie presents a fun look at an introduction to writing a historical research paper in education. Offering insights into basic points to consider before beginning the paper; data collection, and data analysis, this SlideShare will help the beginning researcher address the needs at the outset of the project. With a little help from Dr. Henry (Indiana) Jones, Jr. You'll enjoy this romp through paper writing.
1. History can be defined in multiple ways including as events that have occurred, as documented records of the past, and as an academic field of study.
2. Studying history effectively requires systematically plotting one's study, creating outlines, and following up on unclear areas through rereading and sample exams.
3. When choosing a research topic, it should shed new light on human experiences, be original, feasible based on available sources and one's abilities, and have an appropriate scope and unifying theme.
This document discusses external and internal criticisms used to evaluate documents. External criticism examines the document's authenticity by analyzing authorship, context, and relationship to other sources. Internal criticism evaluates the content's meaning, reliability, and consistency. Experiments with people require consideration of variables and use parallel, rotating, or one-group methods. Sources of error include instrumentation, materials, experimenter bias, and subject selection. The document provides guidance on critically analyzing documents and designing valid experiments with human subjects.
The 1st session of the presentation clarifies the necessary background concept to understand Historical Research.
The 2nd Session touches the procedures to the stages, sources, collection of data, analyzing them and writing a legit report on the whole research.
The whole presentation is designed to create a link between ancient educational practices and how the old practices influence our education today, in other words, how today's education is reformed through a transformation from a very early time.
A presentation on Historical Method of research by Dr. Keshava, Professor, Department of Studies and Research in Library and Information Science, Tumkur University, Karnataka, India.
Group presentation (ethnographic and historical research)Nordalilah Wahab
Here are the answers to your questions:
1. A relic is a surviving object or artifact from an earlier time, especially one of historical or sentimental interest. Four examples of relics are: ancient tools, fragments of pottery or clothing, religious artifacts like pieces of bone from a saint, and historical documents or manuscripts.
2. It is important to establish rapport with collaborators or the group being researched so that they feel comfortable with the researcher and act naturally during observations. This allows the researcher to get a true representation of behaviors and perspectives rather than altered ones due to the researcher's presence. Rapport building also helps the researcher gain access and cooperation.
3. Triangulation in this context refers to using multiple
Historical methodology involves several key steps and considerations. It begins with conceptualizing an idea or research question. The researcher then locates and evaluates primary and secondary sources on the topic. Next, they organize the evidence and synthesize it into an explanatory model. Finally, they develop a narrative presentation of their findings. Proper historical analysis requires careful source criticism to establish reliability through factors like source proximity to events, corroboration, and lack of bias. The goal of historical reasoning is to assemble information into objective truths about the past.
Historical research involves systematically collecting and analyzing past data and evidence to understand and explain events or actions. It has several purposes, including helping people learn from the past, understanding present practices, and testing hypotheses. The key steps are defining the research problem, locating primary and secondary sources, summarizing and evaluating the sources, and presenting interpretations of the information. Historical research allows investigation of topics not possible through other methods but also has disadvantages like an inability to control for threats to validity from the past.
Historical research examines past events or combinations of events to arrive at an account of what has happened. It has several purposes, including uncovering the unknown, answering questions, and understanding relationships between past and present. The process involves identifying a topic, collecting literature, evaluating materials, synthesizing data, and preparing a report. Sources may include issues, individuals, institutions, reforms, policies, or alternative interpretations. Information comes from documents, records, photographs, relics, and interviews. During synthesis, materials must meet tests of reliability and validity. When preparing the report, the researcher must avoid confusing correlation with causation, interpreting terms improperly, differentiating intended and actual behavior, and distinguishing intent from consequences.
Definition of Historical Research
View on Values of H. Research
Questions Pursued in H. Research
Characteristics of H. Research
Steps in Conducting H. Research
Strengths and Limitations of H. Research
Sample Study
Here are the answers to your questions:
1. A relic is any object whose physical or visual characteristics can provide some information about the past. Examples of relics include furniture, clothing, buildings, monuments, or equipment.
2. It is important to establish rapport with collaborators or the group being researched in order to gain their trust and willingness to participate openly and honestly. This helps the researcher obtain accurate perspectives and behaviors from participants.
3. In the technique of triangulation, the researcher collects data using multiple sources rather than a single one. This includes using multiple methods like interviews, observations, and artifacts, as well as getting information from multiple informants.
4. The researcher is immersed in the
7 Steps To Applying The Scientific Method In History Class | Future Education...Future Education Magazine
Here are 7 steps to applying the scientific method in history class: 1. Observation and Questioning 2. Research 3. Hypothesis Formation 4. Data Collection 5. Analysis 6. Conclusion 7. Communication
This document provides an overview of Dimension 3 of the C3 Framework, which focuses on evaluating sources and using evidence. It discusses two main indicators: gathering and evaluating sources, and developing claims and using evidence. For gathering and evaluating sources, it emphasizes finding information from various sources and determining relevance. For developing claims, it stresses the ability to understand relationships between claims and evidence and to select evidence purposefully to support arguments. The document also introduces the SOURCES framework for evaluating sources and provides examples of how to guide students through each step, from scrutinizing the fundamental source to summarizing final thoughts. It directs teachers to Library of Congress resources for primary sources.
This document discusses historical research methods. It begins by explaining that historical research aims to understand the past and its meanings through a never-ending process of inquiry. There are several key steps to the historical method, including establishing the location and timeline of events, identifying involved people and activities, and systematically analyzing evidence to establish facts and draw conclusions. Some common areas of historical study are also outlined, such as period history, world history, and social or cultural history. The document concludes by detailing the characteristics of strong historical research and outlining the typical methodology, which involves identifying a topic, collecting and evaluating primary and secondary sources, and synthesizing the information into a narrative report.
The document discusses various aspects of historical research including:
1. The definition and areas of history as well as views on the value of historical research.
2. Historical research as a modern undertaking aimed primarily at critical search for truth.
3. The characteristics of contemporary historical research including methods such as formulating problems, gathering sources, and criticizing sources both externally and internally.
4. The strengths and limitations of historical research in only providing a partial view of the past based on surviving records.
Historical research examines past events to create an account of what happened. It can uncover unknown details, answer questions, and help understand how the past relates to present cultures and events. Researchers use primary sources like documents, records, artifacts, and interviews that were created during the time being studied, as well as secondary sources that analyze primary sources. They determine if sources are authentic and accurately portray events by corroborating claims across sources, identifying source details, and analyzing context. This process of negative criticism establishes reliability and helps interpret what sources convey about the past.
Definition of Historical Method/Research
Characteristics of Historical Method/Research
Steps on How to Conduct Historical Method/Research
Strengths and Limitations of Historical Method/Research
Sample Study
This document outlines the agenda and activities for a Theory of Knowledge class focusing on historical method. It includes an activity where students verbally relay an account of an event to demonstrate how details can be lost or altered over transmission. The document then covers core principles of history, different approaches to history through time in various cultures, and potential patterns and uses of history. It poses discussion questions about the nature of history, objectivity, and the relationship between history and other areas of knowledge.
This paper is Peace research and source criticism; using historical methodology to information gathering. The methods of historical research was covered in this study and questions asked in source criticism
Historical research involves testing the accuracy of past observations and reports. It aims to place events in sequence, understand surrounding activities, preserve information, answer why things happened, make information public, and inform the present. Researchers define problems, collect primary and secondary sources, evaluate sources, form hypotheses, and report interpretations. Primary sources are eyewitness accounts and original objects, while secondary sources are copies or secondhand information. Researchers use external and internal criticism to validate sources by examining language, author knowledge, and intended meanings. Historical research allows investigation of topics not possible through other methods, but the researcher cannot control for validity threats or ensure representative samples.
Historical research involves the systematic study of past events and problems through primary and secondary sources. It includes identifying a problem, collecting and evaluating data sources through external and internal criticism, synthesizing information, and interpreting conclusions. Some examples are essays from the Civil War, school attendance records over decades, and high school diplomas from the 1920s. While historical research provides perspective on current issues, it is limited by unavailable data and an inability to control past variables. Overall, understanding history assists in defining past situations and their modern meaning.
This document discusses historical research. It defines historical research as the systematic collection and evaluation of data to describe and understand past events without manipulating variables. The purposes are to learn from the past to apply to present problems, make predictions, and test hypotheses. Areas of historical research include period, world, regional, military, social, cultural, diplomatic, peoples, gender, and historiography history. Steps in research are isolating a problem, collecting primary and secondary sources, evaluating sources, formulating hypotheses, and reporting findings. Advantages are no experimenter bias while disadvantages include lack of control and interpreting sources is time-consuming.
Planning the Historical Research Paper: An Overview by Dr. Brian EbieBrian Ebie
Brian Ebie presents a fun look at an introduction to writing a historical research paper in education. Offering insights into basic points to consider before beginning the paper; data collection, and data analysis, this SlideShare will help the beginning researcher address the needs at the outset of the project. With a little help from Dr. Henry (Indiana) Jones, Jr. You'll enjoy this romp through paper writing.
1. History can be defined in multiple ways including as events that have occurred, as documented records of the past, and as an academic field of study.
2. Studying history effectively requires systematically plotting one's study, creating outlines, and following up on unclear areas through rereading and sample exams.
3. When choosing a research topic, it should shed new light on human experiences, be original, feasible based on available sources and one's abilities, and have an appropriate scope and unifying theme.
This document discusses external and internal criticisms used to evaluate documents. External criticism examines the document's authenticity by analyzing authorship, context, and relationship to other sources. Internal criticism evaluates the content's meaning, reliability, and consistency. Experiments with people require consideration of variables and use parallel, rotating, or one-group methods. Sources of error include instrumentation, materials, experimenter bias, and subject selection. The document provides guidance on critically analyzing documents and designing valid experiments with human subjects.
The 1st session of the presentation clarifies the necessary background concept to understand Historical Research.
The 2nd Session touches the procedures to the stages, sources, collection of data, analyzing them and writing a legit report on the whole research.
The whole presentation is designed to create a link between ancient educational practices and how the old practices influence our education today, in other words, how today's education is reformed through a transformation from a very early time.
A presentation on Historical Method of research by Dr. Keshava, Professor, Department of Studies and Research in Library and Information Science, Tumkur University, Karnataka, India.
Group presentation (ethnographic and historical research)Nordalilah Wahab
Here are the answers to your questions:
1. A relic is a surviving object or artifact from an earlier time, especially one of historical or sentimental interest. Four examples of relics are: ancient tools, fragments of pottery or clothing, religious artifacts like pieces of bone from a saint, and historical documents or manuscripts.
2. It is important to establish rapport with collaborators or the group being researched so that they feel comfortable with the researcher and act naturally during observations. This allows the researcher to get a true representation of behaviors and perspectives rather than altered ones due to the researcher's presence. Rapport building also helps the researcher gain access and cooperation.
3. Triangulation in this context refers to using multiple
Historical methodology involves several key steps and considerations. It begins with conceptualizing an idea or research question. The researcher then locates and evaluates primary and secondary sources on the topic. Next, they organize the evidence and synthesize it into an explanatory model. Finally, they develop a narrative presentation of their findings. Proper historical analysis requires careful source criticism to establish reliability through factors like source proximity to events, corroboration, and lack of bias. The goal of historical reasoning is to assemble information into objective truths about the past.
Historical research involves systematically collecting and analyzing past data and evidence to understand and explain events or actions. It has several purposes, including helping people learn from the past, understanding present practices, and testing hypotheses. The key steps are defining the research problem, locating primary and secondary sources, summarizing and evaluating the sources, and presenting interpretations of the information. Historical research allows investigation of topics not possible through other methods but also has disadvantages like an inability to control for threats to validity from the past.
Historical research examines past events or combinations of events to arrive at an account of what has happened. It has several purposes, including uncovering the unknown, answering questions, and understanding relationships between past and present. The process involves identifying a topic, collecting literature, evaluating materials, synthesizing data, and preparing a report. Sources may include issues, individuals, institutions, reforms, policies, or alternative interpretations. Information comes from documents, records, photographs, relics, and interviews. During synthesis, materials must meet tests of reliability and validity. When preparing the report, the researcher must avoid confusing correlation with causation, interpreting terms improperly, differentiating intended and actual behavior, and distinguishing intent from consequences.
Definition of Historical Research
View on Values of H. Research
Questions Pursued in H. Research
Characteristics of H. Research
Steps in Conducting H. Research
Strengths and Limitations of H. Research
Sample Study
Here are the answers to your questions:
1. A relic is any object whose physical or visual characteristics can provide some information about the past. Examples of relics include furniture, clothing, buildings, monuments, or equipment.
2. It is important to establish rapport with collaborators or the group being researched in order to gain their trust and willingness to participate openly and honestly. This helps the researcher obtain accurate perspectives and behaviors from participants.
3. In the technique of triangulation, the researcher collects data using multiple sources rather than a single one. This includes using multiple methods like interviews, observations, and artifacts, as well as getting information from multiple informants.
4. The researcher is immersed in the
7 Steps To Applying The Scientific Method In History Class | Future Education...Future Education Magazine
Here are 7 steps to applying the scientific method in history class: 1. Observation and Questioning 2. Research 3. Hypothesis Formation 4. Data Collection 5. Analysis 6. Conclusion 7. Communication
This document provides an overview of Dimension 3 of the C3 Framework, which focuses on evaluating sources and using evidence. It discusses two main indicators: gathering and evaluating sources, and developing claims and using evidence. For gathering and evaluating sources, it emphasizes finding information from various sources and determining relevance. For developing claims, it stresses the ability to understand relationships between claims and evidence and to select evidence purposefully to support arguments. The document also introduces the SOURCES framework for evaluating sources and provides examples of how to guide students through each step, from scrutinizing the fundamental source to summarizing final thoughts. It directs teachers to Library of Congress resources for primary sources.
Stalin held a series of political show trials in Moscow in the late 1930s. The trials publicly accused Stalin's political opponents and others he distrusted of criminal acts and treason. They were forced to confess under pressure. The first trial in 1936 followed the murder of Sergei Kirov, a potential rival to Stalin, and accused others of plotting against Stalin. A second trial in 1937 involved a wide range of accusations against the defendants. The third and final "Great Purge Trial" in 1938 included Bukharin, a former political ally of Stalin, among those accused of numerous crimes who were then executed. The trials were part of Stalin's broader purge of those he saw as threats from within the Communist Party and Soviet government.
The document provides contextual information and resources for teaching about Stalin's show trials in the late 1930s in the Soviet Union. It includes an overview of the show trials, explaining that they were public political trials intended to demonstrate guilt and were used to target Stalin's political opponents. Key figures involved like Kamenev, Zinoviev, Bukharin, and Beria are briefly introduced. Worksheets, timelines, maps and discussion questions are provided to help structure lessons exploring the causes of the three major show trials between 1936-1938 as Stalin consolidated his power.
This document summarizes a workshop for faculty on designing first-year seminar courses. It covers backward design, information literacy, learning outcomes, evidence of student learning, assignments, and evaluation. The workshop addressed how to structure a course around desired learning outcomes and design assessments to evaluate if students are achieving those outcomes. It provided examples of learning outcomes, assignments, and rubrics for evaluating student work related to research skills. The goal was to help faculty intentionally design courses to improve student learning and information literacy.
This document discusses historical research. It defines historical research as the systematic collection and evaluation of data to understand and describe past events without manipulation. The purpose is to learn from history in order to improve present and future situations. Historical research involves defining a problem, gathering primary and secondary sources, evaluating the sources through external and internal criticism, and presenting and interpreting the information found. It is important for understanding how education developed but has limitations due to lack of control compared to other research methods.
This document outlines the key aspects of historical research. It defines historical research as the systematic collection of data to describe, explain and understand past events without manipulation of variables. The purposes of historical research include learning from past successes and failures, seeing if past approaches could apply to current problems, assisting in prediction, and testing hypotheses. The steps involve defining the problem, locating relevant historical sources like documents and oral statements, summarizing and evaluating these sources, and presenting interpretations of the information. Primary sources are created by direct witnesses, while secondary sources describe events through others. Historical research allows investigating unique topics but comes with difficulties controlling for threats to validity.
Historical research involves the systematic collection and evaluation of data from the past to describe and explain events or actions. It aims to reconstruct what happened in the past as accurately as possible without manipulating variables. There are various types of historical sources that can be used, including primary sources from eyewitnesses and secondary sources from non-witnesses. Researchers must critically analyze sources to establish their authenticity, meaning, and credibility by examining factors like authorship, bias, and reliability. The goal of historical research is to learn from history, apply lessons to current problems, understand practices and policies, and test hypotheses about relationships over time.
Rev. 0319 General Education Common Graded Assignment H.docxaudeleypearl
Rev. 03/19
General Education Common Graded Assignment: History 111-History of the United States I
Primary Source Analysis
HIST 111 – History of the United States is a general education course designed to assist students in the
development of critical life skills. One of the goals of this assignment is to assess student competence for each
of these objectives:
I. Written and Oral Communication — examine a variety of primary and secondary sources of historical
information, which may include scholarly books and articles, websites and blogs, historical
documentaries, biographies, diaries, letters, newspapers, novels and statistical reports (CCO1);
II. Critical Analysis and Reasoning — identify the major concepts, events and issues that shaped the
history of the US and defined its place in the global community up to 1865 (CCO2);
IV. Information Literacy— find, evaluate, use and cite academic resources that assess historical research
(CCO7);
V. Scientific, Quantitative or Logical Reasoning – construct an historical argument that is based on the
logical presentation of specific historical facts and that analyzes the causal factors of a historical event or
process (CCO3);
VI. Local and Global Diversity — determine the role that religion, race, class, gender, and ethnicity play in
influencing US domestic and foreign policy to 1865 (CCO5);
In addition to the above general education objectives, this assignment assesses students’ understanding and
application of the following skills and knowledge specific to United States History:
I. Analyze and interpret primary sources.
II. Locate and identify primary sources and assess their credibility and usefulness.
III. Place primary source materials in proper historical context using information gained in class.
IV. Demonstrate awareness of important events and concepts in US history.
V. Identify biases, distortions and inaccuracies in primary sources.
VI. Explain how a particular primary source can enhance our understanding of US history.
ASSIGNMENT:
For this assignment students will select a topic from a list provided by the instructor and use the WEB and/or
library databases to locate two (2) primary sources relating to their chosen topic. Students will then write a
cohesive essay analyzing and comparing the two sources and reflecting upon what these sources tell us about
the topic at hand and the study of history in general.
Primary Sources provide first-hand accounts of the events, practices, or conditions. In general, these are
documents that were created by the witnesses or first recorders of these events at about the time they
occurred, and include diaries, letters, reports, court decisions, speeches, photographs, newspaper articles, and
creative works – poems, novels, or political cartoons. Primary Sources form the base that supports historians’
reconstructions of the past. To use primary sources with confidence, historians ...
This document provides guidance for judges on evaluating History Day projects related to the theme of "Debate & Diplomacy in History: Successes, Failures, Consequences". It outlines that students' theses should establish a clear argument connecting their topic to the theme by identifying a historical debate or diplomatic interaction, perspectives involved, and resulting impacts. Judges are instructed to assess whether students' central arguments are supported by evidence from properly cited primary and secondary sources in their annotated bibliographies.
As you make your way through the readings and resources for this wee.docxcargillfilberto
As you make your way through the readings and resources for this week’s Discussion, you begin to realize that social and political forces as well as scientific curiosity shaped the development of modern qualitative research. These readings also make it clear that qualitative research is not a single, homogenous endeavor. Rather, qualitative researchers:
· come from a variety of disciplines,
· engage their objects of study from multiple perspectives,
· present their results in numerous formats,
· extend scientific knowledge beyond the confines of the experiment or survey,
· engage the audience to be self-reflective, and
· potentially illuminate opportunities for social change.
This week’s course of study provides you with a
contextual
understanding of qualitative research, which will form the foundation for understanding the methods and rationale. These will also help you begin a thoughtful process for considering the choice of qualitative research as your methodology for your doctoral research.
For this Discussion, you will explore the foundations and history of qualitative research methods. You also will consider the unique characteristics that distinguish qualitative research from other forms of inquiry.
To prepare for this Discussion:
· Review the Learning Resources related to qualitative research and consider the reasons researchers choose qualitative research methods for exploring a phenomenon of interest.
· Use the Course Guide and Assignment Help in the Learning Resources to help you search for other books, encyclopedias, or articles that introduce and describe qualitative research.
By Day 3
Consider the statement:
Qualitative researchers study people in their natural settings, attempting to make sense of phenomena in terms of the meanings people bring to them.
Using the Learning Resources and other academic sources you found, expand on this simple statement. In 3–4 paragraphs, explain several dimensions of this paradigm that make qualitative research interesting and unique. Be sure to use the terminology you are learning (including but not limited to “phenomena”, “constructivist,” and “naturalistic”), and provide historical context.
Be sure to support your main post and response post with reference to the week’s Learning Resources and other scholarly evidence in APA style.
Ravitch, S. M., & Carl, N. M. (2016).
Qualitative research: Bridging the conceptual, theoretical, and methodological
. Thousand Oaks, CA: Sage Publications.
· Chapter 1, “Qualitative Research: An Opening Orientation” (pp. 1–31)
Erickson, F. (2011). Chapter 3: A history of qualitative inquiry in social and educational research. In N. K. Denzin, & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 43–58). Thousand Oaks, CA: Sage Publications.
Denzin, N. K., & Lincoln, Y.S. (2013). Chapter 1: Introduction: The discipline and practice of qualitative research. In
The landscape of qualitative research
(4th ed., pp..
Historical Research is the systematic and objective evaluation and synthesis of evidence in order to establish facts and draw conclusions about past events.
This document discusses research methodology, specifically qualitative and quantitative approaches, classification of research methods, and descriptive research. It provides details on the key characteristics and processes involved in different types of research approaches. Qualitative research focuses on collecting narrative data through methods like coding, while quantitative research collects numerical data for statistical analysis. Descriptive research aims to describe present conditions, practices, or trends through large-scale surveys and studies. Historical research examines past experiences and sources to help understand current problems. The document outlines the common steps and considerations for conducting different types of research studies.
This document provides guidance on the AS 90656 standard for analysing and evaluating evidence in historical sources in New Zealand from 1800-1900. Students must demonstrate understanding of historical ideas and relationships from evidence, and make valid judgements about the usefulness and reliability of the evidence. To achieve at the Merit or Excellence levels, students must show an informed or perceptive analysis using their own knowledge of the historical context.
This document provides an overview of the meaning and nature of history, as well as the different types of historical sources. It defines history as all past events that have been recorded and organized chronologically. Primary sources are created by direct participants, while secondary sources interpret and analyze primary sources. Tertiary sources compile and summarize other sources. The document discusses that historical sources must undergo external and internal criticism to evaluate their authenticity and accuracy. External criticism examines physical evidence, while internal criticism assesses the meaning and credibility of the content. The document aims to teach students key concepts for understanding history as an academic discipline.
This document discusses teaching history as a discipline that encourages students to think like historians by analyzing evidence and forming their own interpretations. It emphasizes engaging students with primary and secondary sources to develop discernment and the ability to evaluate conflicting accounts. Teachers are creating a foundation to connect students' curiosity about history through a common language focusing on questions, evidence, and drawing supported conclusions. Students need practice assessing the validity of sources and using multiple accounts to understand complexity and draw conclusions, as required for document-based questions.
The document discusses various sources of information for educational research. It identifies direct sources such as journals, books, theses, and government publications. Indirect sources include encyclopedias, indexes, abstracts, bibliographies, and biographical references. Specific indexes and abstracts mentioned are the Education Index and Educational Abstracts. Guidelines are provided for conducting preliminary reading, compiling bibliographies, and collecting data to support educational research.
An online information literacy course is being developed at UiT The Arctic University of Norway to teach students key skills like learning strategies, searching for information, evaluating sources, and referencing. The course emphasizes critical thinking and academic integrity, which are often overlooked in information literacy education. It takes a broader view of these concepts and aims to demonstrate their importance throughout the course rather than isolating them in specific sections. By focusing on purpose and highlighting benefits to students, the course aims to make information literacy more engaging and meaningful. It will be piloted in the fall of 2014 before full launch in early 2015.
This document provides an overview of key characteristics and approaches in qualitative research methods. It discusses how qualitative researchers typically collect data in natural settings through methods like observations, interviews and documents. Researchers serve as the key instrument of data collection and analysis. Data analysis is an inductive process of identifying themes from the bottom-up. The meaning derived from the data represents the participants' perspectives rather than the researchers'. The design remains emergent and flexible. Reflexivity involves researchers reflecting on how their own backgrounds and experiences may shape their interpretations.
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