Teaching History In The Elementary School
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Teaching And Learning History In Elementary Schools
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Author : Jere E. Brophy
language : en
Publisher: Teachers College Press
Release Date : 1997-01-01
Teaching And Learning History In Elementary Schools written by Jere E. Brophy and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997-01-01 with Education categories.
In clear, concise language, this book deals with fundamental issues that must be addressed if teachers are to construct coherent and powerful history curricula, including: What are the purposes and goals that different types of teachers establish for their history teaching?, and What do children know and think about history, and what are the teaching implications for our schools? This book represents a major advance in developing a knowledge base about childrens historical learning and thinking that applies to history teaching some of the principles involved in teaching for understanding and conceptual change teaching, methods that have been so successful in other school subjects.
Teaching Of History In Elementary And Secondary Schools With Applications To Allied Studies
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Author : Henry Johnson
language : en
Publisher:
Release Date : 1940
Teaching Of History In Elementary And Secondary Schools With Applications To Allied Studies written by Henry Johnson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1940 with History categories.
Teaching History In The Elementary School
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Author : John D. Hoge
language : en
Publisher:
Release Date : 1988
Teaching History In The Elementary School written by John D. Hoge and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1988 with Education, Elementary categories.
In Search Of America S Past
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Author : Bruce VanSledright
language : en
Publisher: Teachers College Press
Release Date : 2002-04-12
In Search Of America S Past written by Bruce VanSledright and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-04-12 with Education categories.
Offers alternatives to conventional textbook learning for history students, describing the use of in-depth historical projects and investigations that result in better retention of knowledge.
Teaching History In The Elementary School
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Author : John D. Hoge
language : en
Publisher:
Release Date : 1988
Teaching History In The Elementary School written by John D. Hoge and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1988 with Education, Elementary categories.
Teaching Of History In Elementary And Secondary Schools
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Author : Harry Johnson
language : en
Publisher:
Release Date : 1920
Teaching Of History In Elementary And Secondary Schools written by Harry Johnson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1920 with History categories.
Teaching History For Justice
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Author : Christopher C. Martell
language : en
Publisher: Teachers College Press
Release Date : 2021
Teaching History For Justice written by Christopher C. Martell and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with Education categories.
Learn how to enact justice-oriented pedagogy and foster students’ critical engagement in today’s history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for “thinking like an activist” and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors’ studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices. Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.Advocates for students to develop “thinking like an activist” in their approach to studying the past.Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
The Teaching American History Project
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Author : Rachel G. Ragland
language : en
Publisher: Routledge
Release Date : 2010-05-26
The Teaching American History Project written by Rachel G. Ragland and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-05-26 with Education categories.
The premise of the Teaching American History (TAH) project—a discretionary grant program funded under the U.S. Department of Education’s Elementary and Secondary Education Act— is that in order to teach history better, teachers need to know more history. Unique among professional development programs in emphasizing specific content to be taught over a particular pedagogical approach, TAH grants assist schools in implementing scientifically-based research methods for improving the quality of instruction, professional development, and teacher education in American history. Illustrating the diversity of these programs as they have been implemented in local education agencies throughout the nation, this collection of essays and research reports from TAH participants provides models for historians, teachers, teacher educators, and others interested in the teaching and learning of American History, and presents examples of lessons learned from a cross-section of TAH projects. Each chapter presents a narrative of innovation, documenting collaboration between classroom, community, and the academy that gives immediate and obvious relevance to the teaching and learning process of American history. By sharing these narratives, this book expands the impact of emerging practices from individual TAH projects to reach a larger audience across the nation.
Teaching Of History In Elementary And Secondary Schools
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Author : Henry JOHNSON
language : en
Publisher:
Release Date : 1920
Teaching Of History In Elementary And Secondary Schools written by Henry JOHNSON and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1920 with categories.
Teaching History For The Common Good
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Author : Keith C. Barton
language : en
Publisher: Routledge
Release Date : 2004-07-13
Teaching History For The Common Good written by Keith C. Barton and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-07-13 with Education categories.
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.