The Big Six Historical Thinking Concepts

The Big Six Historical Thinking Concepts
Author: Peter Seixas,Tom Morton
Release: 2012-07-30
Editor: Unknown
Pages: 218
ISBN: 0176541543
Language: en
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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 nelson.orderdesk@nelson.com All International customers (exception US and Asia) please contact Nelson.international@ne lson.com

Historical Thinking Skills

Historical Thinking Skills
Author: John P. Irish,Barbara Ozuna
Release: 2016-03-31
Editor: W. W. Norton
Pages: 272
ISBN: 0393602478
Language: en
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John Irish and Barbara Ozuna, both experienced history teachers, have teamed up to develop this workbook to focus on the historical thinking skills that high school students in the AP* World History course must master in order to perform well on the exam.

Historical Thinking for History Teachers

Historical Thinking for History Teachers
Author: Tim Allender,Anna Clark,Robert Parkes
Release: 2020-07-16
Editor: Routledge
Pages: 384
ISBN: 9781000257427
Language: en
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Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom. The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional. Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.

Teaching about Historical Thinking

Teaching about Historical Thinking
Author: Mike Denos
Release: 2016
Editor: Unknown
Pages: 329
ISBN: OCLC:1012178324
Language: en
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Encyclopedia of the Sciences of Learning

Encyclopedia of the Sciences of Learning
Author: Norbert M. Seel
Release: 2011-10-05
Editor: Springer Science & Business Media
Pages: 3536
ISBN: 9781441914279
Language: en
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Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

Historical Thinking and Other Unnatural Acts

Historical Thinking and Other Unnatural Acts
Author: Samuel S. Wineburg
Release: 2001
Editor: Critical Perspectives on the P
Pages: 255
ISBN: 1566398568
Language: en
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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.

Creative Historical Thinking

Creative Historical Thinking
Author: Michael Douma
Release: 2018-08-06
Editor: Routledge
Pages: 160
ISBN: 9781351623247
Language: en
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Creative Historical Thinking offers innovative approaches to thinking and writing about history. Author Michael J. Douma makes the case that history should be recognized as a subject intimately related to individual experience and positions its practice as an inherently creative endeavor. Douma describes the nature of creativity in historical thought, illustrates his points with case studies and examples. He asserts history’s position as a collective and community-building exercise and argues for the importance of metaphor and other creative tools in communicating about history with people who may view the past in fundamentally different ways. A practical guide and an inspiring affirmation of the personal and communal value of history, Creative Historical Thinking has much to offer to both current and aspiring historians.

Future Focused History Teaching

Future Focused History Teaching
Author: Mike Maxwell
Release: 2018-07-28
Editor: Unknown
Pages: 256
ISBN: 1732120110
Language: en
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This provocative book challenges the status quo in history eduction by proposing that isolated facts from the past be replaced by knowledge relevant to the future. Not a classroom teaching guide, this book examines the fundamental premises and practices that underlie the work of every history teacher from grade school through graduate school.

Why Learn History When It s Already on Your Phone

Why Learn History  When It   s Already on Your Phone
Author: Sam Wineburg
Release: 2018-09-17
Editor: University of Chicago Press
Pages: 240
ISBN: 9780226357355
Language: en
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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 percentage 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 always at our fingertips, what’s a teacher of history to do? Sam Wineburg has answers, beginning with this: We definitely can’t stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we’ve subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It’s Already on Your Phone), has nothing to do with test prep–style ability to memorize facts. Instead, it’s an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments—including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources—to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate. It’s easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn’t have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.

Reading Like a Historian

Reading Like a Historian
Author: Sam Wineburg,Daisy Martin,Chauncey Monte-Sano
Release: 2015-04-26
Editor: Teachers College Press
Pages: 168
ISBN: 9780807772379
Language: en
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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.

Teaching historical thinking skills using primary sources

Teaching historical thinking skills using primary sources
Author: Kevin Louis Mulder
Release: 2010
Editor: Unknown
Pages: 112
ISBN: OCLC:1153417352
Language: en
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Using Technology to Promote Historical Thinking Skills in Social Studies

Using Technology to Promote Historical Thinking Skills in Social Studies
Author: Nancy Saborido
Release: 2014
Editor: Unknown
Pages: 63
ISBN: OCLC:1253458530
Language: en
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The Student Guide to Historical Thinking

The Student Guide to Historical Thinking
Author: Linda Elder,Meg Gorzycki,Richard Paul
Release: 2019-06-01
Editor: Rowman & Littlefield
Pages: 94
ISBN: 9781538133941
Language: en
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Thinking about history as only a collection of dates and names prevents us from seeing the true value of the past. This volume of the Thinker’s Guide Library reveals history as a mode of thinking with real current-day implications. Students learn to engage with the past in a way that promotes critical thinking about the present and future.

Ideas for 21st Century Education

Ideas for 21st Century Education
Author: Ade Gafar Abdullah,Ida Hamidah,Siti Aisyah,Ari Arifin Danuwijaya,Galuh Yuliani,Heli S.H. Munawaroh
Release: 2017-08-09
Editor: Routledge
Pages: 364
ISBN: 9781351680387
Language: en
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Ideas for 21st Century Education contains the papers presented at the Asian Education Symposium (AES 2016), held on November 22—23, 2016, in Bandung, Indonesia. The book covers 11 topics: 1. Art Education (AED) 2. Adult Education (ADE) 3. Business Education (BED) 4. Course Management (CMT) 5. Curriculum, Research and Development (CRD) 6. Educational Foundations (EDF) 7. Learning / Teaching Methodologies and Assessment (TMA) 8. Global Issues in Education and Research (GER) 9. Pedagogy (PDG) 10. Ubiquitous Learning (UBL) 11. Other Areas of Education (OAE)

Why Won t You Just Tell Us the Answer

 Why Won t You Just Tell Us the Answer
Author: Bruce A. Lesh
Release: 2011
Editor: Stenhouse Pub
Pages: 230
ISBN: 1571108122
Language: en
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Every major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach history -- lecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations. --from publisher description.

Improving Historical Thinking Skills in Middle School Social Studies

Improving Historical Thinking Skills in Middle School Social Studies
Author: Carolyn Polchow
Release: 2013
Editor: Unknown
Pages: 75
ISBN: OCLC:1224541782
Language: en
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Historical Thinking Skills of Pre service Teachers in Secondary School Social Studies Methods Course

Historical Thinking Skills of Pre service Teachers in Secondary School Social Studies Methods Course
Author: Md Nasir Masran
Release: 2005
Editor: Unknown
Pages: 324
ISBN: OCLC:71358278
Language: en
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Becoming a History Teacher

Becoming a History Teacher
Author: Ruth Sandwell,Amy von Heyking
Release: 2014
Editor: University of Toronto Press
Pages: 345
ISBN: 9781442626515
Language: en
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Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.

Teaching for Historical Literacy

Teaching for Historical Literacy
Author: Matthew T. Downey,Kelly A. Long
Release: 2015-07-30
Editor: Routledge
Pages: 192
ISBN: 9781317509028
Language: en
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Teaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.

Reading Thinking and Writing About History

Reading  Thinking  and Writing About History
Author: Chauncey Monte-Sano,Susan De La Paz,Mark Felton
Release: 2014
Editor: Teachers College Press
Pages: 228
ISBN: 9780807772874
Language: en
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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