A Conceptual Framework for Primary Source Practices

This article introduces a descriptive conceptual framework to provide teachers with a means of recognizing and describing instructional activities that use primary sources. The framework provides structure for professional development programs that have been established to train teachers to access and integrate primary sources into lessons. The framework consists of six primary source-based instructional practices that are linked to Bloom's (1956) taxonomy and the revised taxonomy of cognitive processing (Anderson and Krathwohl 2001) to provide teachers a familiar educational construct as a foundation for understanding the framework.