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  1. “[My] family has gone through that”: How high school students determine the trustworthiness of historical documents.Lauren McArthur Harris, Anne-Lise Halvorsen & Gerardo J. Aponte-Martinez - 2016 - Journal of Social Studies Research 40 (2):109-121.
    This mixed-methods study explores how high school students ( n=35) enrolled in a school with a high Latino/a population evaluate the trustworthiness of documents in two historical reasoning tasks: one about the Dust Bowl in the 1930s and the other about the experiences of Mexicans and Mexican Americans in the 1920s. Students indicated whether they trusted each document, provided a rationale for their trust (or distrust) of each document, and ranked the trustworthiness of the documents. We also interviewed 10 focal (...)
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  • Examining Three Narratives of U.S. History in the Historical Perspectives of Middle School (Emergent) Bilingual Students.Paul J. Yoder - 2021 - Journal of Social Studies Research 45 (3):167-180.
    This study examined the historical perspectives of eleven emergent bilingual and bilingual students at two middle schools. Data analysis revealed that the participants’ perspectives on U.S. history reflected three schematic narrative templates focused on nation-building, equality, and discrimination. The participants primarily employed the (in)equality narratives when discussing aspects of U.S. history directly linked to their identities. The findings add to the extant research on student historical perspectives and use of schematic narrative templates. The findings further suggest that engaging (emergent) bilingual (...)
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