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A gap in the literature on digital history was explored through the use of a survey of 104 high school social studies teachers, administered in a large urban/suburban school district in the southeastern United States. The survey examined the extent to which social studies teachers were using non-digital and digital historical resources and the ways in which they were using them. Results indicated that social studies and history teachers were using primary historical sources, but important questions remained regarding the nature of this use. Specifically, it was found that while the teachers in this survey reported using digital and non-digital primary historical sources in their classrooms, they did not report using these resources in a manner consistent with literature-based best practices for social studies and history education.

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

The authors conducted a study at a history museum with the objective of examining changes in the knowledge of students aged 12 to 14 concerning the use of primary sources.

Students utilized self-led guides while exploring two museum spaces presenting different historical events. These guides encouraged students to scrutinize the exhibits, become acquainted with the methods employed in their research, and develop an awareness of the information derived from them. Students' responses to pre- and postquestionnaires were compared and analyzed using mixed methods.

The results revealed that students became familiar with various types of primary sources, recognized that only specific sources endure through time and gained an understanding of the research methods employed to study them. Additionally, most students comprehended that the same sources could lead to diverse historical accounts and the potential reasons for such variations.

Recommendations for practice are discussed.

This study contributed to the limited knowledge regarding learning during a single, self-led tour in a history museum. The findings illuminate the potential for learning and advancing historical thinking concepts even within such museum-visit contexts.

Elementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.

This article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.

Findings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.

The inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.

The design and implementation of an interpretive framework to study historically marginalized issues in management is a distinct area of research. This paper aims to propose a multi-method interpretive framework, integrating a historiographical approach and an archival investigation, and use the case of business responses to disability in colonial and post-independence India to elucidate the proposed framework.

This paper provides a summary of a proposed framework for the historical study of marginalized social issues using an interpretive paradigm. It also outlines the advantages and limitations of the proposed framework.

This paper makes a methodological contribution in multi-method interpretive research design for the historical study of socially constructed issues, neglected because of deep prejudice and social exclusion, that offer complex challenges for modern businesses seeking inclusive workplace strategies.

This paper proposes a research framework that contextualizes social issues in history (historiographical study) and cases of business responses to these issues (archival study) for the examination of historically marginalized issues in the business–society relationship.

The rich primary and secondary data sources for studying historical Chinese marketing theory and practice are discussed. This paper aims to briefly address possible challenges (and their solutions) to using these sources.

A bibliographic review is used to analyze historical sources pertaining to Chinese marketing theory and practice.

Marketing scholars can draw from multiple but neglected and underused Chinese sources to glean important historical data reflecting pre-1949 Chinese marketing.

Underused Chinese multilateral historical marketing materials are inalienable to extending historical marketing study. Many studies about marketing theory and practice are amenable to such materials.

By scrutinizing these materials, contemporary marketers can formulate parallel strategies from the repertoire of historical marketing strategies.

This is the first comprehensive survey of an invaluable non-Western source for historical research in marketing.

This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary curriculum. The teachers located and identified primary source material then determined its reliability. They placed the source and its author in the correct historical context and evaluated perspectives and biases. By engaging in this process, teachers developed a greater understanding of primary sources, a key component of historical thinking, advancing their subject content and pedagogical knowledge. The teachers developed lessons centered on primary sources rather than using them in a more superficial manner. They came to view primary sources as tools to: develop historical empathy, advance the teaching of multiple perspectives, and construct meaning. Further, they developed meaningful lessons that not only motivate their students, but also enhance their students’ higher order thinking skills and ability to conduct historical research.

The purpose of this paper is to examine three high school teachers’ beliefs about how their understanding of historiography influences their teaching.

The authors engaged in a qualitative multiple-case study based on semi-structured interviews and artifact analysis.

The analysis describes the teachers’ understanding of historiography in relation to ideas about historical perspective-taking, textbook use, the incorporation of primary sources in the classroom, and tensions between teaching content and teaching skills. The study concludes that while undergraduate exposure to historiography is potentially useful and can help history teachers manage the complexity of the profession, drawing upon historiographical understandings in order to recognize the construction of historical narratives in the classroom remains a persistent challenge.

Much of the work addressing the potential role of historiographical understanding for teachers has focused on teacher preparation and the ideas held by teaching candidates. This research emphasizes experienced teachers’ beliefs about the role that historiography plays in their teaching.

This paper discusses data-collection strategies that use digitized historical newspaper archives to study social conflicts and social movements from a global and historical perspective focusing on nationalist movements. I present an analysis of State-Seeking Nationalist Movements (SSNMs) dataset I, which includes news articles reporting on state-seeking activities throughout the world from 1804 to 2013 using the New York Times and the Guardian/Observer. In discussing this new source of data and its relative value, I explain the various benefits and challenges involved with using digitized historical newspaper archives for world-historical analysis of social movements. I also introduce strategies that can be used to detect and minimize some potential sources of bias. I demonstrate the utility of the strategies introduced in this paper by assessing the reliability of the SSNM dataset I and by comparing it to alternative datasets. The analysis presented in the paper also compares the labor-intensive manual data-coding strategies to automated approaches. In doing so, it explains why labor-intensive manual coding strategies will continue to be an invaluable tool for world-historical sociologists in a world of big data.

The purpose of this paper is to report the findings from a study that explored the use of art and visual production as a means through which 20 third-graders developed and represented their social studies understandings. The author describes the ways the process of visual production and the finished products illustrate the nature of the students' social studies learning.

The project was grounded in an inductive qualitative approach privileging student voice. This paper reports analysis and interpretation of multiple data sources, including photographs of students' projects, digital recordings of the visual productions and student interviews, as well as field notes and informal teacher conversations.

Results suggest that in the process of visual production and in their final pieces, students moved in fluid ways between making sense of new knowledge, developing important social studies skills, and representing their knowledge. More specifically, students used historical evidence to present humanized versions of history through personalized narratives. These outcomes suggest that the integration of art and visual production can be a valuable and effective way for students to develop and apply social studies skills as well as represent their understanding.

This study provides insight into how young children can use art and visual production to develop social studies skills, make sense of new knowledge, and represent their learning, contributing knowledge on an understudied topic and population in social studies education.