Continuing the Development of Learning Trajectories: Advancing History Education With the Library of Congress

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Exploring Complex Identities: Historical Inquiry and Citizenship in Education (Table 6)

Abstract

This multi-year action research study explores improving student learning outcomes through the centering of primary sources from the Library of Congress’s collection. Using a learning trajectory framework, we identified and developed a series of learning indicators and proficiency levels for students in grades 6-12 representing the proper developmental progression of ideas and skills necessary to use primary sources to understand history. Building on existing research that encourages a move away from the mechanistic chronology of traditional history curricula, this study centers on the value of exploring historiographical perspective and historical context within the middle grades and secondary history classrooms. Educational implications are discussed, emphasizing the liberatory potential of a skills-based approach in the history classroom.

Authors

• Meghan McGlinn Manfra, North Carolina State University

• Lindsey Payne, North Carolina State University