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Author: Holt Rinehart & Winston
Publisher: Holt McDougal
ISBN: 9780030938962
Category : History
Languages : en
Pages : 260
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Book Description
Author: Susan E. Ramírez
Publisher: Holt Rinehart Winston
ISBN: 9780030791116
Category : World history
Languages : en
Pages : 0
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Book Description
Author: Coretta Scott King
Publisher: Henry Holt
ISBN: 1627795987
Category : Biography & Autobiography
Languages : en
Pages : 368
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Book Description
Born in 1927 to daringly enterprising parents in the Deep South, Coretta Scott had always felt called to a special purpose. While enrolled as one of the first black scholarship students recruited to Antioch College, she became politically and socially active and committed to the peace movement. As a graduate student at the New England Conservatory of Music, determined to pursue her own career as a concert singer, she met Martin Luther King Jr., a Baptist minister insistent that his wife stay home with the children. But in love and devoted to shared Christian beliefs as well as shared racial and economic justice goals, she married Dr. King, and events promptly thrust her into a maelstrom of history throughout which she was a strategic partner, a standard bearer, and so much more. As a widow and single mother of four, she worked tirelessly to found and develop The King Center as a citadel for world peace, lobbied for fifteen years for the US national holiday in honor of her husband, championed for women's, workers' and gay rights and was a powerful international voice for nonviolence, freedom and human dignity.
Author: P. Scott Corbett
Publisher:
ISBN:
Category : History
Languages : en
Pages : 1886
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Book Description
U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.
Author: Holt Rinehart & Winston
Publisher: Holt McDougal
ISBN: 9780030938962
Category : History
Languages : en
Pages : 260
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Book Description
Author:
Publisher: Holt McDougal
ISBN: 9780030937835
Category : Civilization
Languages : en
Pages : 0
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Book Description
Author: Holt Mcdougal
Publisher: Holt Rinehart & Winston
ISBN: 9780030937842
Category : Juvenile Nonfiction
Languages : en
Pages : 824
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Book Description
Author: Holt Rinehart & Winston
Publisher: Holt McDougal
ISBN: 9780030992407
Category : Education
Languages : en
Pages : 180
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Book Description
Provides interactive activities designed to incorporate text sources, visual aids, and information from the textbook into learning experiences that involve a wide variety of skills and will reach students with different learning styles. Transparencies can be used with any appropriate text or activity designed by the teacher. Worksheets can be used with a variety of topics. A rubic for evaluation of students is included with each activity.
Author: Christopher C. Martell
Publisher: Teachers College Press
ISBN: 0807779261
Category : Education
Languages : en
Pages : 177
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Book Description
Learn how to enact justice-oriented pedagogy and foster students’ critical engagement in today’s history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for “thinking like an activist” and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors’ studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices. Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.Advocates for students to develop “thinking like an activist” in their approach to studying the past.Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
Author: Ronald M. Kaprov
Publisher: Peterson's
ISBN: 0768927986
Category : Education
Languages : en
Pages : 888
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Book Description
Accompanying CD-ROM is compatible with Macintosh or PC.
Author: Avishag Reisman
Publisher: Stanford University
ISBN:
Category :
Languages : en
Pages : 194
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Book Description
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.".
