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Core text for undergraduate and
graduate level middle/secondary history methods courses.
With an emphasis on engaging
students in historical inquiry, problem solving, and discussion,
Engagement in Teaching History offers a wealth of ideas for
prospective teachers of history. The book addresses the selection of
content, methods of instruction, and ways to assess students’
learning. By following the text’s guidelines for involving learners
in historical inquiry, teaching toward chronological thinking, encouraging
deliberative discussions, and using primary sources, teachers will ignite
students’ innate “detective” instincts and encourage them to think
critically about historical events.
- Ideas for the History Classroom - are
interspersed throughout the text to help both new and experienced
history teachers engage students in inquiry and discussions.
- Translating History into Classroom Practice
- chapter-ending activities that can be used in a History Education,
Social Science Education, or Social Studies Education Methods
course.
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
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