PdF:AJ5502 Teaching with Primary Sources - Course Information
AJ5502 Teaching English with Primary Sources 2
Faculty of EducationSpring 2025
- Extent and Intensity
- 0/0/1.7. 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
- AJ5502/OS01: Tue 25. 2. 15:00–18:50 kancelář vyučujícího, Wed 26. 2. 15:00–18:50 kancelář vyučujícího, Thu 27. 2. 15:00–18:50 kancelář vyučujícího, S. Hanušová
- Prerequisites
- AJ5501 Primary Sources
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: 0/20, only registered: 8/20, only registered with preference (fields directly associated with the programme): 8/20 - fields of study / plans the course is directly associated with
- there are 45 fields of study the course is directly associated with, display
- 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)
- The course is taught annually.
Information on the extent and intensity of the course: Intenzivní kurz. - 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
- Enrolment Statistics (recent)
- Permalink: https://is.muni.cz/course/ped/spring2025/AJ5502