Doing History: Investigating With Children in Elementary and Middle SchoolsRoutledge, 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
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Contenido
Preface | |
The Sociocultural Context for Studying | |
Personal | |
The Theory Behind Disciplined Inquiry | |
Linking Children to the Past Through | |
Personalizing History Collecting and InterpretingInformation Assessment andFeedback Linking Students toLarger Narratives | |
Connections and Controversies | |
Scaffolding Inquiry Into World | |
IHaveNo Experiencewith ThisHistorical Inquiry in | |
WhyIsnt Thatin the Textbook? Fiction Nonfiction | |
Putting Conflictin Context | |
How Attitudes | |
Diverse Perspectives in U S History | |
Cognitive Pluralismin History Teaching and Learning | |
Otras ediciones - Ver todas
Doing History: Investigating With Children in Elementary and Middle Schools Linda S. Levstik,Keith C. Barton Vista previa limitada - 2011 |
Doing History: Investigating with Children in Elementary and Middle School Linda S. Levstik,Keith C. Barton Sin vista previa disponible - 2011 |