Doing History: Investigating with Children in Elementary and Middle SchoolsL. Erlbaum Associates, 1997 - 191 páginas Imagine a group of primary students debating whether Christopher Columbus should be considered a hero, or eighth graders producing a video to examine whether a historic document -- the Bill of Rights -- speaks to current issues. Imagine classrooms where students regularly, and actively, dohistory -- frame questions, gather data from primary and secondary sources, organize and interpret that data, and share their work with different audiences. Imagine, too, a history curriculum that reflects the rich diversity of people in the United States and around the world. The authors have spent a number of years working with teachers in just such classrooms. They have seen powerful historical study in classes where many of the children were recent immigrants, as well as in classes where children's families have lived in the same area for nearly two hundred years. Some classes are full inclusion programs where the special education and "regular" teachers team teach; most include students with special needs, at least for social studies. The classrooms range from urban and suburban to rural settings. But despite their differences, these communities of inquiry have several things in common. In each one, even the youngest children describe historical study as interesting and important. Moreover, historical study in each of these classrooms deals with important historical content and engages students in authentic historical inquiry. Allstudents are invited to be historical participants. Throughout the book, the authors draw on these classrooms to provide models of instructionally sound, thoughtful, and thought provoking history teaching with students from a wide variety of backgrounds. Most chapters also begin with a vignette from one of these classrooms. These vignettes serve as snapshots of history in action -- including some of the obstacles even good teachers face. Each is a glimpse of a particular experience of teaching and learning history. The chapters put each vignette in perspective -- explaining why it is sound instruction and sound history and providing examples of activities ranging from the first years of primary school through the end of the middle grades. In structuring the book this way, the authors suggest a framework for rethinking history instruction at the elementary and middle school levels. Their goal is to stimulate readers' thinking relative to applying the ideas presented here to their own classrooms and students. |
Dentro del libro
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Página 128
... slavery on another chart , she selects several students to perform Readers ' Theater scripts based on firsthand accounts of the three passages of enslavement . After reading each selection , students brainstorm words to describe what slaves ...
... slavery on another chart , she selects several students to perform Readers ' Theater scripts based on firsthand accounts of the three passages of enslavement . After reading each selection , students brainstorm words to describe what slaves ...
Página 134
... slave system is very different than thinking of individuals solely as victims ; portraying slaves as hapless and servile - even when doing so sympatheti- cally is a caricature that does nothing to illuminate life under slavery . Despite ...
... slave system is very different than thinking of individuals solely as victims ; portraying slaves as hapless and servile - even when doing so sympatheti- cally is a caricature that does nothing to illuminate life under slavery . Despite ...
Página 136
... slaves were always kept chained to each other , for example - yet if she doesn't address that misconception , students will have trouble understanding how slaves lived . Because she had students web out their ideas about slaves ...
... slaves were always kept chained to each other , for example - yet if she doesn't address that misconception , students will have trouble understanding how slaves lived . Because she had students web out their ideas about slaves ...
Contenido
History Is Explained Through Narratives | 5 |
Instruction Must Build on Students Prior Knowledge | 11 |
Imaginative Entry | 23 |
Derechos de autor | |
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Otras ediciones - Ver todas
Doing History: Investigating with Children in Elementary and Middle Schools Linda S. Levstik,Keith C. Barton Vista de fragmentos - 1997 |
Doing History: Investigating With Children in Elementary and Middle Schools Linda S. Levstik Sin vista previa disponible - 2005 |
Doing History: Investigating with Children in Elementary and Middle Schools Linda S. Levstik,Keith C. Barton Sin vista previa disponible - 2005 |
Términos y frases comunes
activities African already American answer arts asked aspects assessment assignment attention authentic become began begin building changed chapter chart classroom collect Columbus complete connections consider context controversial create culture dates decided Dehea described develop discussion example experience explain facts forms grade happened help students historians human ideas immigrants important inquiry instance instruction interest interpretation interviews involves issues kind knowledge literature lives look materials means move names narrative notes organized past period perspective present primary problems questions reasons Rebecca response sense share simply social society sometimes sources South story suggested talk task teachers teaching tell textbooks things thought topic understanding unit visual writing written young