History in the Making PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download History in the Making PDF full book. Access full book title History in the Making by Kyle Ward. Download full books in PDF and EPUB format.
Author: Kyle Ward
Publisher: ReadHowYouWant.com
ISBN: 1458729923
Category : History
Languages : en
Pages : 606
Get Book Here
Book Description
In this thought-provoking study (Library Journal ), historian Kyle Ward-the widely acclaimed co-author of History Lessons-gives us another fascinating look at the biases inherent in the way we learn about our history. Juxtaposing passages from...
Author: Kyle Ward
Publisher: ReadHowYouWant.com
ISBN: 1458729923
Category : History
Languages : en
Pages : 606
Get Book Here
Book Description
In this thought-provoking study (Library Journal ), historian Kyle Ward-the widely acclaimed co-author of History Lessons-gives us another fascinating look at the biases inherent in the way we learn about our history. Juxtaposing passages from...
Author: Rosalie Metro
Publisher: Teachers College Press
ISBN: 0807768847
Category : Education
Languages : en
Pages : 265
Get Book Here
Book Description
"The second edition of this best-selling book offers the tools teachers need to get started with an innovative approach to teaching history, one that develops literacy and higher-order thinking skills, connects the past to students' lives today, and meets state and national standards. The author provides an introductory unit to build a trustful classroom climate; over 70 primary sources (including a dozen new ones) organized into six thematic units, each structured around an essential question from U.S. history; and a final unit focusing on periodization and chronology. As students analyze carefully excerpted documents-speeches by presidents and protesters, Supreme Court cases, political cartoons-they build an understanding of how diverse historical figures have approached key issues. At the same time, students learn to participate in civic debates and develop their own views on what it means to be a 21st-century American. Each unit connects to current events, and dynamic classroom activities make history come alive. In addition to the documents themselves, this teaching manual provides strategies to assess student learning; mini-lectures designed to introduce documents; activities to help students process, display, and integrate their learning; guidance to help teachers create their own units, and more"--
Author: Arthur Chapman
Publisher: UCL Press
ISBN: 1787357309
Category : Education
Languages : en
Pages : 286
Get Book Here
Book Description
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Author: Christopher C. Martell
Publisher: Teachers College Press
ISBN: 0807779261
Category : Education
Languages : en
Pages : 177
Get Book Here
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: Dana Goldstein
Publisher: Vintage
ISBN: 0345803620
Category : Education
Languages : en
Pages : 385
Get Book Here
Book Description
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
Author: James W. Loewen
Publisher: The New Press
ISBN: 1595583262
Category : History
Languages : en
Pages : 466
Get Book Here
Book Description
Criticizes the way history is presented in current textbooks, and suggests a more accurate approach to teaching American history.
Author: Bill Bigelow
Publisher: Rethinking Schools
ISBN: 0942961390
Category : Education
Languages : en
Pages : 121
Get Book Here
Book Description
Presents a collection of lessons and activities for teaching American history for students in middle school and high school.
Author: Jeffery D. Nokes
Publisher: Teachers College Press
ISBN: 0807778028
Category : Education
Languages : en
Pages : 169
Get Book Here
Book Description
Learn how to design history lessons that foster students’ knowledge, skills, and dispositions for civic engagement. Each section of this practical resource introduces a key element of civic engagement, such as defending the rights of others, advocating for change, taking action when problems are observed, compromising to promote reform, and working with others to achieve common goals. Primary and secondary sources are provided for lessons on diverse topics such as the Alice Paul and the Silent Sentinels, Samuel Gompers and the American Federation of Labor, Harriet Tubman, Reagan and Gorbachev’s unlikely friendship, and Lincoln’s plan for Reconstructing the Union. With Teaching History, Learning Citizenship, teachers can show students how to apply historical thinking skills to real world problems and to act on civic dispositions to make positive changes in their communities. “Teachers will appreciate the adaptability of the unscripted lessons in this book. Each lesson provides background historical context for the teacher and the resources to expose students to themes of civic engagement that cut across historical time periods and current events. With the case studies, ideas, and sources in this book, teachers can instill students with the dispositions of democratic citizens.” —From the Foreword by Laura Wakefield, interim executive director, National Council for History Education
Author: Lauren McArthur Harris
Publisher: Teachers College Press
ISBN: 0807780774
Category : Education
Languages : en
Pages : 225
Get Book Here
Book Description
Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K–12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult. Featuring the voices of teacher educators, classroom teachers, and museum educators, these stories provide readers with rare examples of how to plan for, teach, and reflect on difficult histories. The book is divided into four main sections: Centering Difficult History Content, Centering Teacher and Student Identities, Centering Local and Contemporary Contexts, and Centering Teacher Decision-making. Key topics include teaching about genocide, slavery, immigration, war, racial violence, and terrorism. This dynamic book highlights the practitioner’s perspective to reveal how teachers can and do think critically about their motivations and the methods they use to engage students in rigorous, complex, and appropriate studies of the past. Book Features: Expanded notions of what difficult histories can be and how they can be approached pedagogically.Thoughtful pictures of practice of some of the most complex histories to teach. Stories of K–12 teachers and museum educators with the research of leading scholars in social studies education. Examples from a wide range of educational contexts in the United States and other countries. Resources useful to teachers and teacher educators. Contributors include LaGarrett J. King, Cinthia Salinas, Stephanie van Hover, Amanda Vickery, Sohyun An, H. James (Jim) Garrett, Christopher C. Martell, and Jennifer Hauver.
Author: Audrey Watters
Publisher: MIT Press
ISBN: 026254606X
Category : Education
Languages : en
Pages : 325
Get Book Here
Book Description
How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.
