AJ5501 Teaching English with Primary Sources 1

Faculty of Education
Autumn 2024
Extent and Intensity
0/0/2.7. 3 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
doc. Mgr. Světlana Hanušová, Ph.D. (seminar tutor)
Scott M. Waring, Ph.D. (seminar tutor)
Guaranteed by
doc. Mgr. Světlana Hanušová, Ph.D.
Department of English Language and Literature – Faculty of Education
Contact Person: Jana Popelková
Supplier department: Department of English Language and Literature – Faculty of Education
Timetable of Seminar Groups
AJ5501/OS01: Mon 4. 11. 15:00–18:50 kancelář vyučujícího, Tue 5. 11. 15:00–18:50 kancelář vyučujícího, Wed 6. 11. 15:00–18:50 kancelář vyučujícího, S. Hanušová
Prerequisites
Fluent English.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 20/20, only registered: 2/20, only registered with preference (fields directly associated with the programme): 2/20
fields of study / plans the course is directly associated with
Course objectives
Participants will gain strategies for using primary sources to help students engage in learning, develop critical thinking skills, and build content knowledge.
Learning outcomes
The students will be able to use primary sources in their teaching.
Syllabus
  • Justify conclusions about whether a source is primary or secondary depending upon the time or topic under study
  • Describe examples of the benefits of teaching with primary sources
  • Analyze a primary source using analysis tools
  • Access teaching tools and primary sources from various sources
  • Identify key considerations for selecting primary sources for instructional use (for example, student needs and interests, teaching goals, etc.)
  • Analyze primary sources in different formats
  • Analyze a set of related primary sources in order to identify multiple perspectives
  • Facilitate a primary source analysis using various tools
  • Demonstrate how primary sources can support at least one teaching strategy (for example, literacy, inquiry-based learning, historical thinking, etc.)
  • Create a primary source-based activity that helps students engage in learning, develop critical thinking skills and construct knowledge
Literature
    required literature
  • The Power and Potential of Primary Sources - http://tps.govst.edu/PDF/2013/TPS-GSU%20Coaches%20Toolbox/power%20and%20potential%20of%20primary%20sources.pdf
  • Thinking Like a Historian - http://www.loc.gov/teachers/tps/quarterly/historical_thinking/article.html
    recommended literature
  • Hoovervilles, Jalopies, and Riding the Rails: Investigating the Great Depression Through Primary Sources - http://www.socialstudies.org/publications/ssyl/september-october2016/hoovervilles-jalopies-and-riding-the-rails-investigating-the-great-depression-
Teaching methods
Lectures, class discussion, analysis of materials,home reading.
Assessment methods
Full attendance, active participation in classes, reading materials as set. Details will be provided by the instructor.
Language of instruction
English
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: intenzivní kurz.
Listed among pre-requisites of other courses
Teacher's information
Course teacher:

Scott M. Waring, Ph.D.

Professor and Program Coordinator of Social Science Education

Director of Library of Congress' Teaching with Primary Sources Program

Editor of Social Studies and the Young Learner

Co-Editor of Contemporary Issues in Technology and Teacher Education - Social Studies

Interdisciplinary Feature Editor of Social Studies Research and Practice

University of Central Florida

The course is also listed under the following terms Autumn 2022, Autumn 2023.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2024/AJ5501