Works Cited
Bazerman, Charles, Lisa Bethel, and Joseph Little. Reference guide to writing across the curriculum. West Lafayette, Ind.: Parlor Press :2005
Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching & learning through multiple intelligences. Needham Heights, Mass.: Allyn & Bacon.
Davis, O. L., Yeager, E. A., & Foster, S. J. (2001). Historical empathy and perspective taking in the social studies. Lanham, Md.: Rowman & Littlefield.
Fielding, J. (2005). Engaging Students in Learning Social Studies. Canadian Social Studies, 39(2), 1-7.
Foster, S. (1999). Using historical empathy to excite students about the study of history: Can you empathize with Neville Chamberlain?. Social Studies, 90(1), 18.
Holston, V., & Santa, C. (1985). RAFT: A method of writing across the curriculum that works. Journal of Reading, 28(5), 456-457. Lemisko, L. S. (2004). The Historical Imagination: Collingwood in the Classroom. Canadian Social Studies, 38(2), 1-6.
Lopez, Janet Kier. "Funds of knowledge." LEARN NC. UNC School of Education, n.d. Web. 30 Mar. 2013. <http://www.learnnc.org/lp/pages/939>.
Mandell, N., & Malone, B. (2007). Thinking Like a Historian: rethinking history instruction : a framework to enhance and improve teaching and learning. Madison, Wis.: Wisconsin Historical Society Press.
McCoy, M. (2003). Incorporating Effective Writing Strategies. Social Education, 67(4), 200-202.
Neumann, D. (2010). A Different Way of Viewing History Teaching: Balancing Competing Intellectual Challenges. Social Education, 74(4), 184-188.
Peterson, A. (2011). Moral Learning in History. Debates in history teaching (pp. 161-171). Milton Park, Abingdon, Oxon, England: Routledge.
Singer, A. J. (2003). Social Studies for Secondary Schools Teaching to Learn, Learning to Teach (2nd ed.). Mahwah, N.J.: Lawrence Erlbaum. (p. 272-274)
Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria, Va.: Association for Supervision and Curriculum Development.
Yilmaz, K. (2007). Historical Empathy and Its Implications for Classroom Practices in Schools. History Teacher, 40(3), 331-338.
Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching & learning through multiple intelligences. Needham Heights, Mass.: Allyn & Bacon.
Davis, O. L., Yeager, E. A., & Foster, S. J. (2001). Historical empathy and perspective taking in the social studies. Lanham, Md.: Rowman & Littlefield.
Fielding, J. (2005). Engaging Students in Learning Social Studies. Canadian Social Studies, 39(2), 1-7.
Foster, S. (1999). Using historical empathy to excite students about the study of history: Can you empathize with Neville Chamberlain?. Social Studies, 90(1), 18.
Holston, V., & Santa, C. (1985). RAFT: A method of writing across the curriculum that works. Journal of Reading, 28(5), 456-457. Lemisko, L. S. (2004). The Historical Imagination: Collingwood in the Classroom. Canadian Social Studies, 38(2), 1-6.
Lopez, Janet Kier. "Funds of knowledge." LEARN NC. UNC School of Education, n.d. Web. 30 Mar. 2013. <http://www.learnnc.org/lp/pages/939>.
Mandell, N., & Malone, B. (2007). Thinking Like a Historian: rethinking history instruction : a framework to enhance and improve teaching and learning. Madison, Wis.: Wisconsin Historical Society Press.
McCoy, M. (2003). Incorporating Effective Writing Strategies. Social Education, 67(4), 200-202.
Neumann, D. (2010). A Different Way of Viewing History Teaching: Balancing Competing Intellectual Challenges. Social Education, 74(4), 184-188.
Peterson, A. (2011). Moral Learning in History. Debates in history teaching (pp. 161-171). Milton Park, Abingdon, Oxon, England: Routledge.
Singer, A. J. (2003). Social Studies for Secondary Schools Teaching to Learn, Learning to Teach (2nd ed.). Mahwah, N.J.: Lawrence Erlbaum. (p. 272-274)
Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction & Understanding by Design. Alexandria, Va.: Association for Supervision and Curriculum Development.
Yilmaz, K. (2007). Historical Empathy and Its Implications for Classroom Practices in Schools. History Teacher, 40(3), 331-338.