Abstract
Using primary sources to teach students about the past helps them to improve crucial analytical skills and gives them an opportunity to evaluate a variety of sources and to construct evidence-based narratives. These are skills that all students need for success throughout their educational process, career, and civic life (NCSS 2013). Examining the conditions of Andersonville prison is a topic for which students are able to use primary sources to apply disciplinary skills, think critically, consider multiple perspectives, and create evidence-based narratives. Using the SOURCES framework (Waring 2013; Waring 2014; Waring and Scheiner-Fisher 2014), students are given an opportunity to navigate through a set of primary sources in an organized and structured fashion and to express their thoughts, while using evidence and a process that replicates that which is done by professionals in the field of history.
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