Abstract
GIS has the potential to be an effective and developmentally appropriate tool for presenting and enabling interaction with primary sources, as well as visually situating them in time and space for K-12 students. The authors present a justification of GIS as a tool of digital historical inquiry and art education. They share a case study that used GIS to engage elementary students with a wide variety of sources. The authors suggest that students developed more complex notions of the Caribbean through their engagement with sources through GIS. This article aims to inspire archivists and educators to use GIS to make sources more accessible for, develop critical thinking in, and empower K-12 students.
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