"True to me": Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom

Text Registration

"True to me": Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom

Status

Published

on 23 Jan 2015

Year of Creation

2013

Kathryn Anderson Knapp

Registration Number

TX0008072339

on 23 Jan 2015

The U.S. Copyright record (Registration Number: TX0008072339) dated 23 Jan 2015, pertains to an electronic file (eService) titled ""True to me": Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom" created in 2013. The copyright holder is Kathryn Anderson Knapp, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Kathryn Anderson Knapp.

Kathryn Anderson Knapp

Application Details

Registration Number

TX0008072339

Registration Date

1/23/2015

Year of Creation

2013

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic Deposit

First Publication Nation

United States

Personal Authors

Kathryn Anderson Knapp

Notes

Rights Note: Diana G Zajic, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600 x7020, disspub@email.com

Statements

Application Title Statement: "True to me": Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom

Author Statement: Kathryn Anderson Knapp Citizenship: not known Authorship: text

Notes

Rights Note: Diana G Zajic, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600 x7020, disspub@email.com

Statements

Application Title Statement: "True to me": Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom

Author Statement: Kathryn Anderson Knapp Citizenship: not known Authorship: text

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