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Détails
| Format : | Livre |
|---|---|
| Tous les auteurs / collaborateurs : |
Frederick D Drake; Lynn R Nelson |
| ISBN : | 9780131586734 0131586734 |
| Numéro OCLC : | 190967258 |
| Notes : | Previous ed.: 2005. |
| Description : | p. cm. |
| Contenu : | PART I--Theoretical Background Chapter 1--Teaching History The Present and the Past Organizing History Around Questions Primary Sources and Interpretive Narrative Sources Importance of Historical Thinking History As An Essential School Subject Understanding the Meanings of History The Relationship Between History and Civic Education Deliberative Discussions Chapter 2--The History of Teaching History Searching for the Golden Age of History Education History, Primary Sources, and Literature History in the Common School U.S. History Rivals World and General History Mimetic and Transformative Traditions of Teaching Interest Groups Vie to Control the Schools' Curricula History as a Core Discipline History and the Creation of Social Studies History and the New Social Studies Projects History and the Decision-Making Model History on the Wane History Makes a Revival Social Studies Defined History Makes a Revival Again Internal Disputes Chapter 3--Historical Thinking What Is Historical Thinking? Historical Thinking and Historical Consciousness Historical Thinking and Causal Explanations Historical Thinking and Frame of Reference The Need to Teach Historical Thinking Structured Analysis Guides and Creative Historical Thinking Students' Minds Are Not Blank Slates Teaching Scaffolds Creating a Framework for Meaningful Learning PART II--Planning and Assessment Chapter 4--Organizing Your History Courses: Making Content Choices The Issue of Time The Purpose of History Education Chronological Organization of History Thematic Organization of History Content Choices for World History Conent Choices for U.S. History The Past as a Wooded Thicket Chapter 5--Lesson and Unit Planning Textbooks and Standards Lesson Plans Creating a Unit Plan Chapter 6--Creating Historical Understanding and Communication through Performance Assessment Peformance Assessment and Historical Literacy Knowledge Dimension Reasoning Dimension Communication Dimension A History Rubric Recommendations Regarding the Use of Rubrics Samples of Performance Assessment PART III--Instruction Chapter 7--Using Primary Sources: The First-, Second-, and Third-Order Approach Five Typologies of Primary Sources Conventional Practices in Using Primary Sources Using First-, Second-, and Third-Order Primary Sources Selecting First- and Second-Order Documents An Example of the First-, Second-, and Third-Order Approach The Importance of Asking Questions Editing First- and Second-Order Documents Historical Narrative; the First-, Second-, and Third-Order Approach; and Analysis Guides Assessing Historical Knowledge, Understanding, and Dispositions Chapter 8--Considering and Doing Discussion in History Teaching The Importance of Discussion Variations of Discussions Doing Discussions in Your Classroom Initiating Inquiry Deliberating on Time and Place Varying Sources to Engage Students in Discussion Chapter 9--Using Historical Images to Engage Your Students in the Past Variety of Teaching Methods Using Images to Engage Your Students in Discussions Strategy 1: Analyzing an Image for Discussion: The People, Space, and Time Strategy Strategy 2: Analyzing an Image for Discussion: Similarities and Differences Strategy 3: Analyzing an Image for Discussion: Quadrantal/Hemispheric Analysis Chapter 10--Using Writing to Engage Your Students in the Past Writing and Historical Knowledge Guidelines for Writing Assignments Three Types of Writing The Importance of Paragraphs Effective Writing Assignments Conclusion Glossary Index |
| Responsabilité : | Frederick D. Drake, Lynn R. Nelson. |
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