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 Moreover, historical study in each of these classrooms deals with important historical content and engages students in authentic historical inquiry.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
Resultados 1-3 de 32
Página 162
... Assessment tasks should in- volve authentic historical activity . Hart ( 1994 ) , Wiggins ( 1992 ) Hart ( 1994 ) And finally , in order for evaluation to be consonant with a constructivist approach to teaching and learning , the ...
... Assessment tasks should in- volve authentic historical activity . Hart ( 1994 ) , Wiggins ( 1992 ) Hart ( 1994 ) And finally , in order for evaluation to be consonant with a constructivist approach to teaching and learning , the ...
Página 166
... Assessment focuses on origi- nality , clarity , coherence , and richness of details in a product or performance ... assessment they are sometimes called performance tasks . Where process assessment looks at how students learn to organize ...
... Assessment focuses on origi- nality , clarity , coherence , and richness of details in a product or performance ... assessment they are sometimes called performance tasks . Where process assessment looks at how students learn to organize ...
Página 167
... assess this aspect of their curriculum . In fact , many of the assessment issues teachers fear in the arts are similar to ones they are already successfully handling in writing . Just as with writing , one issue is how to draw the line ...
... assess this aspect of their curriculum . In fact , many of the assessment issues teachers fear in the arts are similar to ones they are already successfully handling in writing . Just as with writing , one issue is how to draw the line ...
Contenido
Conclusions | 15 |
The Importance of Questions | 21 |
Asking Historical Questions | 27 |
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 African Americans American history American Revolution Amy's Anne Frank answer artifacts asked students assessment assignment authentic Barton building Called Birdy changed chapter chart children's literature Christopher Columbus classroom Columbus Columbus Day conflict context controversial culture curriculum decided Dehea disciplined inquiry discussion evaluation example experience explain family history focus focused grade graphic organizers HarperCollins help students historians historical arts historical inquiry historical thinking human ideas immigrants important instruction interest interviews investigate issues Jeanette Johnny Appleseed kind LeeAnn Levstik literature lives look narrative Native Americans organized past perspective photographs present primary problems questions Rebecca response Rhoda Salem witch trials slaves social studies sources South Africa story students develop students learn students need task teachers teaching tell textbooks things timeline Tina topic visual Walt writing Zlata's Diary