Eighth-graders’ Historical Reading, Thinking, and Writing about Convict-leasing

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DOI:

https://doi.org/10.33043/TH.87597f39c

Keywords:

Convict leasing, Text-based writing, Historical thinking

Abstract

To best spark students’ critical and historical thinking, teachers must rely on age-appropriate sources and discipline-specific strategies. This article details an eighth-grade class’s guided inquiry into Birmingham’s convict-leasing system, an oft-forgotten era in the Black Freedom Movement. This week-long inquiry centered on close reading, text-based writing, and historical thinking. Researchers extracted meaning from qualitatively analyzing and coding student work samples. Students ably sourced and contextualized complex texts while analyzing causes and consequences; they articulated diverse perspectives and considered elements of continuity and change. Many of students’ text-based writing, however, was brief and underdeveloped. Findings are not generalizable as this was but a single class.

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Published

2024-09-05

How to Cite

Bickford, John Holden, and Jeremiah Clabough. 2024. “Eighth-graders’ Historical Reading, Thinking, and Writing about Convict-Leasing”. Teaching History: A Journal of Methods, September. https://doi.org/10.33043/TH.87597f39c.

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