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At OISE/UT, multiple projects explore how sources are used in history classrooms. 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At the Ontario  \nInstitute for Studies in Education of the University of Toronto (OISE/UT)  \nseveral projects have been undertaken in the use of sources in history classrooms (see Ruth Sandwell's article in this issue) . This article describes the origins, features and challenges from an ongoing project exploring the use of sources in the history classroom.  \nOrigins  \nOver the past few years, students in my history education methods class have been looking atthe use and interpretation of sources in an effort to influence history teaching that relies far too much on textbooks and regurgitation and too little on critical interpretation of the evidence. I shall not go over the ground Ruth Sandwell examines in her article about the authentic nature of source analysis. Instead I wish to add two additional reasons for engaging in this work.  \nThe Literacy Challenge  \nIn many jurisdictions such as the U.K. and Ontario literacy is being seen as a neglected goal of the curriculum. As a result there have been a number of initiatives to improve student reading, writing, and oral levels, including the increasing use of provincial and national tests.  \nHistory content presents many challenges in comprehension. Since this area of the curriculum is highly literate and concept rich, it may be that student difficulties arise from the nature of its language demands, especially those reading demands made upon students by teachers, textbooks, tests and examinations (Myers, 1999) . Reading critically and for meaning is seen as increasingly basic, not just in history but across the curriculum (Wineburg and Martin,  \n2004) .  \nIt seemed that more emphasis on using documents in the classroom would assist students in improving literacy and provide further justification for the place of history in the school curriculum, in addition to promoting critical thinking and all of those exciting things we try todo.  \nThe Assessment Challenge  \nAssessment and evaluation are contentious issues these days. In many cases, the assessment tail wags the curriculum dog. Assessment shadows everything we do: from the student question, \"Does this count?\" to the editorials decrying our failure to educate the young.  \nAs more traditional views of assessment such as standardized tests on a provincial or state level are re emerging and as teachers find newer ideas harder to implement than first assumed, contrasting trends in assessment and evaluation now compete for prominence. These include:  \n1.  a movement towards more authentic measures contrasted by more large scale standardized testing to satisfy demands for accountability,  \n2.  increased use of document based questions and performance tasks countered by more multiple choice testing as busy teachers try to get a set of marks for their grade books (See Myers, 2004 for a fuller examination of these and other issues related to history and the social studies.)  \nAs a result this project developed as a way to introduce our teacher candidates to literacy, the nature of history as a discipline, and both traditional and new forms of classroom assessment as an efficient and effective combination.  \nDoin' the DBQ  \nFrom the primary grades on we have always used primary sources: pictures, artifacts, maps, written and oral accounts. In the context of sound teaching the use of documents can help students consider multiple perspectives, reconcile different positions, evaluate the strength of competing arguments, and p","cbCaigvDvjHhDYm6","https://ap.wps.com/l/cbCaigvDvjHhDYm6","pdf",239342,"English","# Doin' the DBQ\n## Origins\n## The Literacy Challenge\n## The Assessment Challenge\n## Doin' the DBQ\n## The Assignment","[{\"question\":\"Why does the article focus on using sources in history classrooms?\",\"answer\":\"It argues that history teaching relies too heavily on textbooks and regurgitation, and that students need more critical interpretation of evidence. Using documents can support multiple perspectives and deeper thinking.\"},{\"question\":\"What literacy challenge does the article highlight?\",\"answer\":\"It notes that literacy goals may be neglected and that history content is language-demanding and concept-rich. Students’ comprehension difficulties may relate to the reading demands placed by teachers, textbooks, tests, and examinations.\"},{\"question\":\"How does the article describe assessment challenges in history education?\",\"answer\":\"It says assessment and evaluation are contentious and that standardized tests and accountability measures often compete with more authentic approaches. The piece contrasts DBQs and performance tasks with multiple-choice testing for grade-book efficiency.\"}]","CANADIAN SOCIAL STUDIES - Volume 39 Number 2 - Winter 2005 - Special Issue: New Approaches to Teaching History | PDF",1792085601]