Doing History: Investigating With Children in Elementary and Middle Schools

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Routledge, 2011 M01 26 - 240 páginas

Now in its fourth edition, this popular text offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum.

The central assumption is that children can engage in valid forms of historical inquiry-collecting and data analysis, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historical accounts. In each chapter, the authors explain how the teaching demonstrated in the vignettes reflects basic principles of contemporary learning theory, thus providing specific examples of successful activities and placing them in a theoretical context that allows teachers to adapt and apply them in a wide variety of settings.

New in the Fourth Edition

  • Expanded coverage of world history in two new chapters
  • Integration of new technologies to support history instruction
  • Updated classroom examples, bibliographies, and references

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Contenido

The Sociocultural Context for Studying History
1
The Theory Behind Disciplined Inquiry
11
Building Communities of Historical Inquiry
21
Personal Histories
33
Linking Children to the Past Through Family Histories
45
Connections and Controversies in World History
58
Scaffolding Inquiry Into World History
74
Creating a History Museum
88
Chapter 10 Why Isnt That in the Textbook? Fiction Nonfiction and Historical Thinking
115
Putting Conflict in Context
129
How Attitudes and Beliefs Have Changed Over Time
141
Diverse Perspectives in US History
157
Cognitive Pluralism in History Teaching and Learning
175
Epilogue
193
References
195
Index
212

Chapter 9 I Have No Experience with This Historical Inquiry in an Integrated Social Studies Setting
103

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Acerca del autor (2011)

Linda S. Levstik is Professor in the Department of Curriculum and Instruction at the University of Kentucky.

Keith C. Barton is Professor in the Department of Curriculum and Instruction and Adjunct Professor of History at Indiana University.

Información bibliográfica