In this article, the authors present an approach for how history educators can teach students about the United States Constitution through the use of the SOURCES framework. With the SOURCES framework, students are asked to critically examine the past in a structured way that replicates the methods conducted by historians and other social scientists. Students were given the opportunity to analyze conflicting information from a variety of sources, identify multiple perspectives about how the Constitution should be constructed, explore multiple avenues of causality, and draw conclusions about how and why the Constitution was actually written.
Cowgill, Daniel II and Waring, Scott
"Using SOURCES to Examine the American Constitution and Events Leading to Its Construction,"
The Councilor: A Journal of the Social Studies: Vol. 76
, Article 2.
Available at: http://thekeep.eiu.edu/the_councilor/vol76/iss2/2
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