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dc.contributor.authorVanisacker, Jeremy
dc.date.accessioned2009-04-20T19:33:38Z
dc.date.available2009-04-20T19:33:38Z
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/10920/8157
dc.description39 leavesen
dc.description.abstractSecondary sources and textbooks are engrained in the American educational system. The question and study came to develop into the following (with the aim to teach Class A with a single source textbook and Class B without the focus being on a textbook): "Can history be taught more effectively with or without a single source textbook? Has teaching evolved into something that incorporates multiple activities and interactions that a textbook and its supplemental material to a point where the students do not rely on a textbook for history, but merely use it to complement and enhance their experience of learning history?"en
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.relation.ispartofKalamazoo College Education Senior Individualized Projects Collection
dc.relation.ispartofseriesSenior Individualized Projects. Education.en
dc.rightsU.S. copyright laws protect this material. Commercial use or distribution of this material is not permitted without prior written permission of the copyright holder.
dc.titlePrimary Sources in the Secondary Classroom: How to Effectively Teach Historyen
dc.typeThesisen


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  • Education Senior Individualized Projects [573]
    This collection includes Senior Individualized Projects (SIP's) completed in the Education Department. Abstracts are generally available to the public, but PDF files are available only to current Kalamazoo College students, faculty, and staff.

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