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 Moreover, historical study in each of these classrooms deals with important historical content and engages students in authentic historical inquiry.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. |
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... societies ? How have competing interests within a society viewed resource allocation ? Patterns of Economic and Technological Organization and Change Why have different societies and cultures developed different economic systems ? How ...
... societies ? How have competing interests within a society viewed resource allocation ? Patterns of Economic and Technological Organization and Change Why have different societies and cultures developed different economic systems ? How ...
Página 42
... society . studying immigration and comparing the experiences of people throughout history , students are much more likely to understand how they and their classmates are alike . History provides them with an expanded perspective on ...
... society . studying immigration and comparing the experiences of people throughout history , students are much more likely to understand how they and their classmates are alike . History provides them with an expanded perspective on ...
Página 101
... societies or university libraries . Samples of personal writing : other people witnessed the events Hugh lived through . Several diaries and collections of letters were available in the state historical society's manuscript collection ...
... societies or university libraries . Samples of personal writing : other people witnessed the events Hugh lived through . Several diaries and collections of letters were available in the state historical society's manuscript collection ...
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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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
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