Document-based Activities on World War II : the War in Europe PDF Download
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Author: Michael Hutchison
Publisher:
ISBN: 9780934508858
Category : World War, 1939-1945
Languages : en
Pages : 44
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Book Description
Author: Michael Hutchison
Publisher:
ISBN: 9780934508858
Category : World War, 1939-1945
Languages : en
Pages : 44
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Book Description
Author: Social Studies School Service
Publisher: Social Studies
ISBN: 1560041145
Category :
Languages : en
Pages : 54
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Book Description
Author: Theresa C. Noonan
Publisher: Walch Publishing
ISBN: 9780825138744
Category : Education
Languages : en
Pages : 146
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Book Description
Covers all significant eras of global history. Encourages students to analyze evidence, documents, and other data to make informed decisions. Develops essential writing skills.
Author: Cynthia Boyle
Publisher: Teacher Created Materials
ISBN: 1425874495
Category : Social Science
Languages : en
Pages : 20
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Book Description
Develop students' critical-thinking skills through analysis of issues from different perspectives. Students make comparisons, draw analogies, and apply knowledge. Document-based assessment includes background information and key questions.
Author: Cynthia Boyle
Publisher: Shell Education
ISBN: 1425891799
Category : Education
Languages : en
Pages : 345
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Book Description
Take students beyond textbook history to explore various people and events from ancient Egypt through the 20th Century using primary sources. Students will develop critical-thinking and essay writing skills as they analyze the various documents including photographs, posters, letters, maps, and more. Multiple social studies topics are included for grades K-3, 4-8, and 9-12. This resource includes engaging digital resources and is aligned to College and Career Readiness and other state standards.
Author: Marc Pioch
Publisher: Teacher Created Materials
ISBN: 0743964373
Category : Education
Languages : en
Pages : 314
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Book Description
Todays students need to know how to evaluate sources and use evidence to support their conclusions. This K-12 resource for teachers provides instructional support as well as a variety of learning opportunities for students. Through the activities in this book, students will ask and answer compelling questions, analyze primary sources, approach learning through an inquiry lens, and hone their historical thinking skills. The lessons teach skills and strategies for analyzing historical documents, partnered with document-based assessments. Graphic organizer templates help students structure their analyses. This resource written by Marc Pioch and Jodene Lynn prepares students for standardized tests and engages students with inquiry. The scaffolded approach to teaching analysis skills can be applied across grades K12.
Author: Keith C. Barton
Publisher: Routledge
ISBN: 1135645140
Category : Education
Languages : en
Pages : 297
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Book Description
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
Author: Conrad Stein
Publisher:
ISBN:
Category : World War, 1939-1945
Languages : en
Pages : 0
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Book Description
Examines the origins of World War II in Europe and discusses battles, military tactics, weaponry, new methods of destruction, and America's involvement in the war. Includes Internet links to Web sites, source documents, and photographs related to the war.
Author: Wanda Miller
Publisher: Bloomsbury Publishing USA
ISBN: 0313079463
Category : Language Arts & Disciplines
Languages : en
Pages : 245
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Book Description
Allow students to step back in time to experience the thoughts, feelings, dilemmas, and actions of people from history. For each history topic, Miller suggests two titles-one for use with the entire class and one for use with small reading groups. Summaries of the books, author information, activities, and topics for discussion are supplemented with vocabulary lists and ideas for research topics and further reading. This integrated approach makes history meaningful to students and helps them retain historical details and facts.
Author: Michael Hutchison
Publisher:
ISBN: 9780934508803
Category : United States
Languages : en
Pages : 42
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Book Description
