Using Sources In History Teaching
DOI:
https://doi.org/10.52634/mier/2016/v6/i1/1454Keywords:
Sources, Primary Sources, Secondary Sources, Reading a Source, Interpreting an Inscription, School History.Abstract
History is constructed by people who study the past. It is created through working on both primary and secondary sources that historians use to learn about people, events, and everyday life in the past. Just like detectives, historians look at clues, sift through evidence, and make their own interpretations. Historical knowledge is, therefore, the outcome of a process of enquiry. During last century, the teaching of history has changed considerably. The use of sources, viz. textual, visual, and oral, in school classrooms in many parts of the world has already become an essential part of teaching history. However, in India, it is only a recent phenomenon. Introducing students to primary sources and making them a regular part of classroom lessons help students develop critical thinking and deductive reasoning skills. These will be useful throughout their lives. This paper highlights the benefits of using primary source materials in a history classroom and provides the teacher, with practical suggestions and examples of how to do this.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Seema S.Ojha
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Chakravarti, R. (2014). The Mauryas. In Dilip K. Chakrabarti & Makkhan Lal (Eds.), History of Ancient India. The texts, political history and administration till C.200 BC.Vol.III. (pp.231-275). New Delhi: Vivekananda Foundation.
Dennis G. (1978). The teaching of history. Croom Helm.
Maloy, R.W., & LaRoche, I. (2010). Student-centred teaching methods in the history classroom:Ideas, issues and insights for new teachers. Social Studies Research & Practice. 5 (3), 46-61.
National Council of Educational Research and Training. (2012). Manual for inservice education of teachers and teacher educators of History (higher secondary stage). Retrieved from www.ncert.nic.in.
National Council of Educational Research and Training. (2015). Dictionary in History for school children. Unpublished manuscript.
National Council of Educational Research and Training. (2014). A Textbook on Pedagogy of Social Sciences. Unpublished manuscript.
National Council of Educational Research and Training. (2005). Our pasts I, History textbook for class VI. New Delhi: NCERT.
National Council of Educational Research and Training. (2007). Themes in Indian History Part I. History textbook for class XII. New Delhi: NCERT.
National Council of Educational Research and Training. (1970). History teaching in secondary schools: A handbook for History teachers. New Delhi: NCERT.
Smuts, E. (2007). Create a usable sense of the past: Working with sources. Yesterday & Today,1,102-122.
Torrez, C. F., & Waring, S. M. (2009). Elementary school students, artefacts and primary sources: Learning to engage in historical inquiry. Social Studies Research & Practice, 4(2), 79-86.
