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Author: Matthew T. Downey
Publisher: Routledge
ISBN: 1317509021
Category : Education
Languages : en
Pages : 207
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Book Description
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.
Author: Matthew T. Downey
Publisher: Routledge
ISBN: 1317509021
Category : Education
Languages : en
Pages : 207
Get Book Here
Book Description
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.
Author: Chauncey Monte-Sano
Publisher: Teachers College Press
ISBN: 0807772879
Category : Education
Languages : en
Pages : 241
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Book Description
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
Author: Paul A. Gagnon
Publisher: Simon & Schuster Books For Young Readers
ISBN:
Category : Education
Languages : en
Pages : 358
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Book Description
Essays on the teaching of history as the core of social studies in the schools.
Author: Robert J. Tierney
Publisher: Teachers College Press
ISBN: 0807764639
Category : Education
Languages : en
Pages : 401
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Book Description
"The scope and nature of this account of the modern history of reading/literacy education (especially tied to the aspirational readers) are unique. Enlisting the metaphor of waves, it traces monumental shifts in theory, research and practice related to reading education and literacy that represent developments that verge on revolutionary changes. Each of these waves is accompanied with a discussion of the aspirational reader that sets the stage for contemplating these shifts and their significance. The discussions trace the research and theoretical developments in a fashion that exemplifies the origins of the shifts and their influences"--
Author: Sam Wineburg
Publisher: Teachers College Press
ISBN: 0807772372
Category : Education
Languages : en
Pages : 169
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Book Description
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.
Author: John E. Readence
Publisher: Kendall Hunt
ISBN: 9780757508172
Category : Education
Languages : en
Pages : 338
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Book Description
Author: Simon Eliot
Publisher: John Wiley & Sons
ISBN: 140519278X
Category : Literary Criticism
Languages : en
Pages : 617
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Book Description
A COMPANION TO THE HISTORY OF THE BOOK A COMPANION TO THE HISTORY OF THE BOOK Edited by Simon Eliot and Jonathan Rose “As a stimulating overview of the multidimensional present state of the field, the Companion has no peer.” Choice “If you want to understand how cultures come into being, endure, and change, then you need to come to terms with the rich and often surprising history Of the book ... Eliot and Rose have done a fine job. Their volume can be heartily recommended. “ Adrian Johns, Technology and Culture From the early Sumerian clay tablet through to the emergence of the electronic text, this Companion provides a continuous and coherent account of the history of the book. A team of expert contributors draws on the latest research in order to offer a cogent, transcontinental narrative. Many of them use illustrative examples and case studies of well-known texts, conveying the excitement surrounding this rapidly developing field. The Companion is organized around four distinct approaches to the history of the book. First, it introduces the variety of methods used by book historians and allied specialists, from the long-established discipline of bibliography to newer IT-based approaches. Next, it provides a broad chronological survey of the forms and content of texts. The third section situates the book in the context of text culture as a whole, while the final section addresses broader issues, such as literacy, copyright, and the future of the book. Contributors to this volume: Michael Albin, Martin Andrews, Rob Banham, Megan L Benton, Michelle P. Brown, Marie-Frangoise Cachin, Hortensia Calvo, Charles Chadwyck-Healey, M. T. Clanchy, Stephen Colclough, Patricia Crain, J. S. Edgren, Simon Eliot, John Feather, David Finkelstein, David Greetham, Robert A. Gross, Deana Heath, Lotte Hellinga, T. H. Howard-Hill, Peter Kornicki, Beth Luey, Paul Luna, Russell L. Martin Ill, Jean-Yves Mollier, Angus Phillips, Eleanor Robson, Cornelia Roemer, Jonathan Rose, Emile G. L Schrijver, David J. Shaw, Graham Shaw, Claire Squires, Rietje van Vliet, James Wald, Rowan Watson, Alexis Weedon, Adriaan van der Weel, Wayne A. Wiegand, Eva Hemmungs Wirtén.
Author: William V. HARRIS
Publisher: Harvard University Press
ISBN: 0674038371
Category : History
Languages : en
Pages : 406
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Book Description
How many people could read and write in the ancient world of the Greeks and Romans? No one has previously tried to give a systematic answer to this question. Most historians who have considered the problem at all have given optimistic assessments, since they have been impressed by large bodies of ancient written material such as the graffiti at Pompeii. They have also been influenced by a tendency to idealize the Greek and Roman world and its educational system. In Ancient Literacy W. V. Harris provides the first thorough exploration of the levels, types, and functions of literacy in the classical world, from the invention of the Greek alphabet about 800 B.C. down to the fifth century A.D. Investigations of other societies show that literacy ceases to be the accomplishment of a small elite only in specific circumstances. Harris argues that the social and technological conditions of the ancient world were such as to make mass literacy unthinkable. Noting that a society on the verge of mass literacy always possesses an elaborate school system, Harris stresses the limitations of Greek and Roman schooling, pointing out the meagerness of funding for elementary education. Neither the Greeks nor the Romans came anywhere near to completing the transition to a modern kind of written culture. They relied more heavily on oral communication than has generally been imagined. Harris examines the partial transition to written culture, taking into consideration the economic sphere and everyday life, as well as law, politics, administration, and religion. He has much to say also about the circulation of literary texts throughout classical antiquity. The limited spread of literacy in the classical world had diverse effects. It gave some stimulus to critical thought and assisted the accumulation of knowledge, and the minority that did learn to read and write was to some extent able to assert itself politically. The written word was also an instrument of power, and its use was indispensable for the construction and maintenance of empires. Most intriguing is the role of writing in the new religious culture of the late Roman Empire, in which it was more and more revered but less and less practiced. Harris explores these and related themes in this highly original work of social and cultural history. Ancient Literacy is important reading for anyone interested in the classical world, the problem of literacy, or the history of the written word.
Author: Janet Allen
Publisher: Oxford University Press
ISBN: 0195165950
Category : Education
Languages : en
Pages : 177
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Book Description
Having trouble interesting your students in history or the history textbook? Concerned about the ability of your students to actually read the textbook? Learn ways to tie reading strategies to the learning of history and sources that will help history come alive for your students. Nationally known literacy advocate Janet Allen discusses strategies for teaching nonfiction reading using Joy Hakim's award winning A History of US series as the center of a blossoming campaign among educators to integrate literacy and history. Classroom tested at a variety of grade levels, real student samples are interspersed throughout the book providing clearer understanding of the strategies in action.
Author: David B. Lurie
Publisher: BRILL
ISBN: 1684175089
Category : History
Languages : en
Pages : 538
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Book Description
"In the world history of writing, Japan presents an unusually detailed record of transition to literacy. Extant materials attest to the social, cultural, and political contexts and consequences of the advent of writing and reading, from the earliest appearance of imported artifacts with Chinese inscriptions in the first century BCE, through the production of texts within the Japanese archipelago in the fifth century, to the widespread literacies and the simultaneous rise of a full-fledged state in the late seventh and eighth centuries. David B. Lurie explores the complex processes of adaptation and invention that defined the early Japanese transition from orality to textuality. Drawing on archaeological and archival sources varying in content, style, and medium, this book highlights the diverse modes and uses of writing that coexisted in a variety of configurations among different social groups. It offers new perspectives on the pragmatic contexts and varied natures of multiple simultaneous literacies, the relations between languages and systems of inscription, and the aesthetic dimensions of writing. Lurie’s investigation into the textual practices of early Japan illuminates not only the cultural history of East Asia but also the broader comparative history of writing and literacy in the ancient world."
