Year: 2024
Type: article
Abstract: To best spark students’ critical and historical thinking, teachers must rely on age-appropriate sources and discipline-specific strategies. This article details an eighth-grade class’s guided inquiry into Birmingham’s convict-leasing system, an oft-forgotten era in the Black Freedom Movement. This week-long inquiry centered on close reading, text-based writing, and historical thinking. Researchers extracted meaning from qualitatively analyzing and coding student work samples. Students ably sourced and contextualized complex texts while analyzing causes and consequences; they articulated diverse perspectives and considered elements of continuity and change. Many of students’ text-based writing, however, was brief and underdeveloped. Findings are not generalizable as this was but a single class.
Authors: John Holden Bickford, Jeremiah Clabough
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4402273421