A Guided Inquiry Approach to Teaching the Humanities Research Project

A Guided Inquiry Approach to Teaching the Humanities Research Project

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Overview

A Guided Inquiry Approach to Teaching the Humanities Research Project by Randell K. Schmidt, Emilia N. Giordano, Geoffrey M. Schmidt

Aligned with the Common Core, this book enables teachers and librarians to develop lessons and workshops as well as to teach high school students how to research and write a humanities paper using a guided inquiry approach.

• Presents 20 workshops that provide deep detail in humanities study, interrogation of sources, note taking, and developing the research question

• Includes teachers' practicums that explain guided inquiry and humanities study

• Explains methods that will enable students to learn how to interrogate drama, photos, art, artifacts, garments, music, political cartoons, speech, fiction, and nonfiction

• Describes the Information Search Process within the structures of a step-by-step workshop environment that serves both research and writing

Product Details

ISBN-13: 9781440834394
Publisher: ABC-CLIO, Incorporated
Publication date: 08/26/2015
Sold by: Barnes & Noble
Format: NOOK Book
Pages: 192
File size: 586 KB

About the Author

Randell K. Schmidt is head librarian at Gill St. Bernard's School in Gladstone, NJ.

Emilia N. Giordanois assistant librarian at Gill St. Bernard's School in Gladstone, NJ.

Geoffrey M. Schmidt is director of curriculum and instruction at Phoenix Charter School in Springfield, MA.

Table of Contents

CONTENTS

  • Foreword by Carol Kuhlthau

    Acknowledgments

    Preface

  • PART I. TEACHER'S PRACTICUM

    Chapter 1: The Traditional Humanities Research Paper

    Chapter 2: The Rise of the Research Question and the Decline of the Thesis

    Chapter 3: The Information Search Process, Guided Inquiry, and the Workshops

    Chapter 4: Interrogation of Sources and the Development of a Researcher's Ideas by Directly Questioning the Materials

    Chapter 5: Media Literacy and the Role of Social Media

    Chapter 6: Metacognition, Assessment and Latitude: Measuring Growth

  • PART II. STUDENT WORKSHOPS

    Prelude to a Research Project

  • Research in the Initiation Stage of the Information Search Process

    Workshop 1: What Are the Humanities and Why Study Them?

    Workshop 2: The Assignment

    Workshop 3: Encouraging a Variety of Sources and Formats

    Workshop 4: Hunting for Information and Browsing for Ideas

  • Research in the Selection Stage of the Information Search Process

    Workshop 5: Coming Up with a Topic and Beginning to Ask a Question

    Workshop 6: What Is Culture and What Is Cultural Criticism?

    Workshop 7: Research in the Ubiquitous Media Environment

    Workshop 8: Searching for Humanities Sources

    Workshop 9: The Research Question

    Workshop 10: Responsibility to Academic Honesty and the Problem with Plagiarism

    Workshop 11: MLA Style and Formatting Paper

    Workshop 12: Taking Notes and Keeping Track of Information

  • Research in the Formulation Stage of the Information Search Process

    Workshop 13: Interrogating the Sources

    Workshop 14: Further Developing the Research Question into a Thesis: Using Ideas Uncovered While Interrogating the Sources

    Workshop 15: How to Organize Your Borrowed Information Into an Outline

    Workshop 16: Filling the Research Holes

  • Research in the Presentation Stage of the Information Search Process

    Workshop 17: Writing the Paper

    Workshop 18: Writing a Conclusion and Creating a "Cover Page"

    Workshop 19: Preparing to Peer Edit the Draft

  • Research in the Assessment Stage of the Information Search Process

    Workshop 20: Protocols for Turning in the Research Paper and Learning Portfolio

  • Appendix A: Plan for Professional Development Workshop on the Guided Inquiry Approach to Teaching the Humanities Research Project

    Appendix B: SLIM Packet Materials

    Appendix C: Evaluation Samples and Rubric

    References

    Index

    What People are Saying About This

    Rick Jacobs


    "By training I am an applied psychologist primarily working on research and practice in the area of employee selection. I have taught research methods at the undergraduate and graduate levels and can only say that when I started out I wish I had a roadmap for my area of expertise as clear, concise, and helpful as this volume. What makes Schmidt, Giordano & Schmidt (2015) effective is its weaving of theory, research, and practice into an easy to follow, very logical presentation of how to instruct young scholars conduct a research project in the Humanities. I was very impressed with the six chapters describing the process, each one concise and complete in detailing the focal topic and then how these chapters easily flowed into the 20 student workshops that further deconstructed the methods of inquiry. I was particularly struck by Chapter 4, 'Interrogation of Sources', with its clear delineation of how this research is not necessarily something that comes naturally to all. The vast array of examples helps guide the understanding of even those less inclined to the process to fully understand source interrogation. Workshop 13 provides 16 examples of source entities from allusions to art work to legal documents and more on how one might approach interrogation of that type of source. Overall the book allows those using it to start with an effective teaching framework and apply their own style and experiences to the process. I'm very impressed with the thought and expertise that went into producing this fine instructional guide."

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