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Reading Like a Historian by Sam Wineburg,Daisy Martin,Chauncey Monte-Sano Pdf
This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.
Thinking Like a Historian by Nikki Mandell,Bobbie Malone Pdf
Thinking Like a Historian: Rethinking History Instruction by Nikki Mandell and Bobbie Malone is a teaching and learning framework that explains the essential elements of history and provides "how to" examples for building historical literacy in classrooms at all grade levels. With practical examples, engaging and effective lessons, and classroom activities that tie to essential questions, Thinking Like a Historian provides a framework to enhance and improve teaching and learning history. We invite you to use Thinking Like a Historian to bring history into your classroom or to re-energize your teaching of this crucial discipline in new ways. The contributors to Thinking Like a Historian are experienced historians and educators from elementary through university levels. This philosophical and pedagogical guide to history as a discipline uses published standards of the American Historical Association, the Organization of American Historians, the National Council for History Education, the National History Standards and state standards for Wisconsin and California.
Enthusiasm about the instructional potential of primary sources dates to the late 19th century and has been echoed recently in the work of literacy experts, historians, and educational psychologists. Yet, no extended intervention study has been undertaken to test the effectiveness of primary source instruction in real history classrooms. This study, with 236 eleventh-grade students in five San Francisco high schools, represented the first large-scale extended curriculum intervention in disciplinary reading in an urban district. The Reading Like a Historian (RLH) curriculum constituted a radical departure from traditional textbook-driven instruction by using a new activity structure, the "Document-Based Lesson, " in which students used background knowledge and disciplinary reading strategies to interrogate, and then reconcile, historical accounts from multiple texts. A quasi-experiment control design measured the effects of a six-month intervention on four dimensions: 1) students' historical thinking; 2) their ability to transfer historical thinking strategies to contemporary issues; 3) their mastery of factual knowledge; and 4) their growth in general reading comprehension. MANCOVA analysis yielded significant main effects for the treatment condition on all four outcome-measures. Qualitative analyses of videotaped classroom lessons were conducted to determine the frequency and nature of whole-class text-based discussion. Only nine whole-class text-based discussions were identified in over 100 videotaped classroom lessons, despite the presence of instructional materials explicitly designed to support student discussion of debatable historical questions. Analysis of teacher and student participation suggests a relationship between active teacher facilitation that reviews background knowledge and poses direct questions about texts and higher levels of student argumentation. This dissertation is structured as three free-standing papers, each of which addresses one aspect of the larger study. In the first paper, I discuss the design of the quasi-experimental study and report quantitative findings. In the second paper, I locate teacher facilitation of whole-class historical discussion in the literature on classroom discourse, and I propose a developmental framework for analyzing student historical argumentation in classroom discussion. In the third and final paper, I discuss the theoretical underpinnings of the intervention curriculum and offer two examples to illustrate the structure of the "Document-Based Lesson.".
Knowing, Teaching, and Learning History by Peter N. Stearns,Peter Seixas,Sam Wineburg Pdf
A rethinking of teaching methodology in history classrooms As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association.
Author : Sam Wineburg Publisher : University of Chicago Press Page : 250 pages File Size : 54,7 Mb Release : 2018-09-17 Category : History ISBN : 9780226357355
Why Learn History (When It’s Already on Your Phone) by Sam Wineburg Pdf
A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization
Author : Samuel S. Wineburg Publisher : Critical Perspectives on the P Page : 255 pages File Size : 53,5 Mb Release : 2001 Category : Education ISBN : 1566398568
Historical Thinking and Other Unnatural Acts by Samuel S. Wineburg Pdf
Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer rough maps of how ordinary people think about the past and use it to understand the present. These essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.
The record-breaking phenomenon from Elizabeth Kostova is a celebrated masterpiece that "refashioned the vampire myth into a compelling contemporary novel, a late-night page-turner" (San Francisco Chronicle). Breathtakingly suspenseful and beautifully written, The Historian is the story of a young woman plunged into a labyrinth where the secrets of her family’s past connect to an inconceivable evil: the dark fifteenth-century reign of Vlad the Impaler and a time-defying pact that may have kept his awful work alive through the ages. The search for the truth becomes an adventure of monumental proportions, taking us from monasteries and dusty libraries to the capitals of Eastern Europe—in a feat of storytelling so rich, so hypnotic, so exciting that it has enthralled readers around the world. “Part thriller, part history, part romance...Kostova has a keen sense of storytelling and she has a marvelous tale to tell.” —Baltimore Sun
The Big Six Historical Thinking Concepts by Peter Seixas,Tom Morton Pdf
Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact [email protected] All International customers (exception US and Asia) please contact Nelson.international@ne lson.com
Author : Will Durant,Ariel Durant Publisher : Simon and Schuster Page : 128 pages File Size : 50,5 Mb Release : 2012-08-21 Category : History ISBN : 9781439170199
The Lessons of History by Will Durant,Ariel Durant Pdf
A concise survey of the culture and civilization of mankind, The Lessons of History is the result of a lifetime of research from Pulitzer Prize–winning historians Will and Ariel Durant. With their accessible compendium of philosophy and social progress, the Durants take us on a journey through history, exploring the possibilities and limitations of humanity over time. Juxtaposing the great lives, ideas, and accomplishments with cycles of war and conquest, the Durants reveal the towering themes of history and give meaning to our own.
Reading, Thinking, and Writing About History by Chauncey Monte-Sano,Susan De La Paz,Mark Felton Pdf
Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies
A one-voume reference to the history of ideas that is a compendium of everything that humankind has thought, invented, created, considered, and perfected from the beginning of civilization into the twenty-first century. Massive in its scope, and yet totally accessible, A HISTORY OF KNOWLEDGE covers not only all the great theories and discoveries of the human race, but also explores the social conditions, political climates, and individual men and women of genius that brought ideas to fruition throughout history. "Crystal clear and concise...Explains how humankind got to know what it knows." Clifton Fadiman Selected by the Book-of-the-Month Club and the History Book Club
Enthusiasm about the instructional potential of primary sources dates to the late 19th century and has been echoed recently in the work of literacy experts, historians, and educational psychologists. Yet, no extended intervention study has been undertaken to test the effectiveness of primary source instruction in real history classrooms. This study, with 236 eleventh-grade students in five San Francisco high schools, represented the first large-scale extended curriculum intervention in disciplinary reading in an urban district. The Reading Like a Historian (RLH) curriculum constituted a radical departure from traditional textbook-driven instruction by using a new activity structure, the "Document-Based Lesson, " in which students used background knowledge and disciplinary reading strategies to interrogate, and then reconcile, historical accounts from multiple texts. A quasi-experiment control design measured the effects of a six-month intervention on four dimensions: 1) students' historical thinking; 2) their ability to transfer historical thinking strategies to contemporary issues; 3) their mastery of factual knowledge; and 4) their growth in general reading comprehension. MANCOVA analysis yielded significant main effects for the treatment condition on all four outcome-measures. Qualitative analyses of videotaped classroom lessons were conducted to determine the frequency and nature of whole-class text-based discussion. Only nine whole-class text-based discussions were identified in over 100 videotaped classroom lessons, despite the presence of instructional materials explicitly designed to support student discussion of debatable historical questions. Analysis of teacher and student participation suggests a relationship between active teacher facilitation that reviews background knowledge and poses direct questions about texts and higher levels of student argumentation. This dissertation is structured as three free-standing papers, each of which addresses one aspect of the larger study. In the first paper, I discuss the design of the quasi-experimental study and report quantitative findings. In the second paper, I locate teacher facilitation of whole-class historical discussion in the literature on classroom discourse, and I propose a developmental framework for analyzing student historical argumentation in classroom discussion. In the third and final paper, I discuss the theoretical underpinnings of the intervention curriculum and offer two examples to illustrate the structure of the "Document-Based Lesson."
Author : Mortimer J. Adler,Charles Van Doren Publisher : Simon and Schuster Page : 448 pages File Size : 55,8 Mb Release : 2014-09-30 Category : Language Arts & Disciplines ISBN : 9781476790152
