Historical Thinking Skills: A Workbook for U. S. History
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|Author||: John P. Irish,Barbara Ozuna|
|Editor||: W. W. Norton|
John Irish and Barbara Ozuna, both experienced history teachers, have teamed up to develop this workbook to focus on the historical thinking skills that high school students in the AP* World History course must master in order to perform well on the exam.
|Author||: John P. Irish,Edward Carson|
|Editor||: W. W. Norton|
John Irish and Edward Carson, both experienced history teachers, have teamed up to develop this workbook to focus on the historical thinking skills that high school students in the AP(r) European course must master in order to perform well on the exam.
|Author||: David Gerwin,Jack Zevin|
Presenting U.S. history as contested interpretations of compelling problems, this text offers a clear set of principles and strategies, together with case studies and "Mystery Packets" of documentary materials from key periods in American history, that teachers can use with their students to promote and sustain problem-finding and problem-solving in history and social studies classrooms. Structured to encourage new attitudes toward history as hands-on inquiry, conflicting interpretation, and myriad uncertainties, the whole point is to create a user-friendly way of teaching history "as it really is" ─ with all its problems, issues, unknowns, and value clashes. Students and teachers are invited to think anew as active participants in learning history rather than as passive sponges soaking up pre-arranged and often misrepresented people and events. New in the Second Edition: New chapters on Moundbuilders, and the Origins of Slavery; expanded Gulf of Tonkin chapter now covering the Vietnam and Iraq wars; teaching tips in this edition draw on years of teacher experience in using mysteries in their classrooms.
|Author||: Bruce A. Lesh|
|Editor||: Stenhouse Pub|
Every major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach history -- lecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations. --from publisher description.
|Author||: Jim R. McClellan|
|Editor||: Dushkin Publishing Group|
Each chapter in this unique compilation, designed to be informative and thought-provoking, offers an examination of incidents from The Civil War through the 20th Century, important to the development of the American Nation. It features a mix of primary and secondary source materials on approximately 30 selected "moments" in American history. Designed for use in introductory courses in American history, the incidents it covers were chosen both for their historical significance and to present a wide variety of human endeavors. Given the range of topics presented, there should be subjects of special interest to every student, regardless of major.
|Author||: Sam Wineburg,Daisy Martin,Chauncey Monte-Sano|
|Editor||: Teachers College Press|
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||: Jack Zevin,David Gerwin|
Offering a philosophy, methodology, and examples for history instruction that are active, imaginative, and provocative, this text presents a fully developed pedagogy based on problem-solving methods that promote reasoning and judgment and restore a sense of imagination and participation to classroom learning. It is designed to draw readers into the detective process that characterizes the work of professional historians and social scientists ─ sharing raw data, defining terms, building interpretations, and testing competing theories. An inquiry framework drives both the pedagogy and the choice of historical materials, with selections favoring the unsolved, controversial, and fragmented rather than the neatly wrapped up analysis of past events. Teaching World History as Mystery: Provides a balanced combination of interestingly arranged historical content, and clearly explained instructional strategies Features case studies of commonly and not so commonly taught topics within a typical world/global history curriculum using combinations of primary and secondary documents Discusses ways of dealing with ethical and moral issues in world history classrooms, drawing students into persisting questions of historical truth, bias, and judgment
|Author||: Michael J. Salevouris|
|Editor||: John Wiley & Sons|
Widely acclaimed for its accessibility and engaging approach to the subject, the fourth edition of The Methods and Skills of History combines theory and instruction with hands-on practice, making it a comprehensive guide to historical research and writing. Combines theory with hands-on practice in its introduction to historical methods Includes a series of field-tested exercises designed to make the research and writing of history more meaningful and accessible to readers Features expanded coverage of writing history and up-to-date coverage of online research Designed to strengthen students’ critical thinking and communication skills
|Author||: P. Scott Corbett,Volker Janssen,John M. Lund|
Published by OpenStax College, U.S. History covers the breadth of the chronological history of the United States and also provides the necessary depth to ensure the course is manageable for instructors and students alike. U.S. History is designed to meet the scope and sequence requirements of most courses. The authors introduce key forces and major developments that together form the American experience, with particular attention paid to considering issues of race, class and gender. 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).
|Author||: Jonathan Chu,Warren Hierl,Louisa Moffitt,Bill Shelton|
|Editor||: John Wiley & Sons|
You’ve studied the history, but are you ready for the test? The AP U.S. History exam is notoriously tough. This Wiley Prep guide will help you maximize your score and earn the college credits you’ve been working for all year. AP U.S. History Prep explains exactly how your test responses will be scored. You’ll also learn strategies for answering multiple choice questions as quickly and accurately as possible, even if you aren’t sure of the answers. When you sit down on test day, you’ll feel confident and calm, so you can do your absolute best. Inside AP U.S. History Prep, you’ll find two full-length practice exams, so you can get a feel for how the test session will really go. The guide also includes access to a 500-question online test bank, so you can gain extra practice answering multiple choice questions and test your knowledge of U.S. history. Brush up on every area of history covered by the exam, sharpen your test-taking skills, and be ready for every type of AP U.S. history question. Take two full-length AP U.S. History practice exams and avoid surprises on test day Ensure that you know your history with 500 online multiple choice questions to improve your readiness Understand how the test is written and learn the fastest and most accurate way to complete each question type Learn how your document based questions, short answer questions, and long essays questions will align to the scoring rubric, so you can write correctly for the test You’ve been working hard in class to prepare for the AP U.S. History exam—don’t waste this opportunity to earn college credit and show what you know. With Wiley’s AP U.S. History Prep, you’ll be ready to earn your best score!
|Author||: Robert W. Cole W. Cole|
Designed to promote reflection, discussion, and action among the entire learning community, Educating Everybody's Children encapsulates what research has revealed about successfully addressing the needs of students from economically, ethnically, culturally, and linguistically diverse groups and identifies a wide range of effective principles and instructional strategies. Although good teaching works well with all students, educators must develop an extensive repertoire of instructional tools to meet the varying needs of students from diverse backgrounds. Those tools and the knowledge base behind them are the foundation of this expanded and revised second edition of Educating Everybody's Children. Each strategy discussed in the book includes classroom examples and a list of the research studies that support it. The most important thing we have learned as a result of the education reform movement is that student achievement stands or falls on the motivation and skills of teachers. We must ensure that all teachers are capable of delivering a standards‐based curriculum that describes what students should know and be able to do, and that these standards are delivered by means of a rich and engaging "pedagogy of plenty." By these two acts we can ensure that all schools will be ready and able to educate everybody's children.
|Author||: Chauncey Monte-Sano,Susan De La Paz,Mark Felton|
|Editor||: Teachers College Press|
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||: Mary Lynn Rampolla|
|Editor||: Bedford/St. Martin's|
A portable and affordable reference tool, A Pocket Guide to Writing in History provides reading, writing, and research advice useful to students in all history courses. Concise yet comprehensive advice on approaching typical history assignments, developing critical reading skills, writing effective history papers, conducting research, using and documenting sources, and avoiding plagiarism — enhanced with practical tips and examples throughout — have made this slim reference a best-seller. Now in its sixth edition, the book offers more coverage of working with sources than ever before.
|Author||: Dave Eaton|
|Editor||: Bloomsbury Publishing|
This innovative textbook demystifies the subject of world history through a diverse range of case studies. Each chapter looks at an event, person, or place commonly included in comprehensive textbooks, from prehistory to the present and from across the globe – from the Kennewick Man to gladiators and modern-day soccer and globalization – and digs deeper, examining why historians disagree on the subject and why their debates remain relevant today. By taking the approach of 'unwrapping the textbook,' David Eaton reveals how historians think, making it clear that the past is not nearly as tidy as most textbooks suggest. Provocative questions like whether ancient Greece was shaped by contact with Egypt provide an entry point into how history professors may sharply disagree on even basic narratives, and how historical interpretations can be influenced by contemporary concerns. By illuminating these historiographical debates, and linking them to key skills required by historians, World History through Case Studies shows how the study of history is relevant to a new generation of students and teachers.
|Author||: Eric Foner|
|Editor||: W. W. Norton & Company|
Give Me Liberty! is the #1 book in the U.S. history survey course because it works in the classroom. A single-author text by a leader in the field, Give Me Liberty! delivers an authoritative, accessible, concise, and integrated American history. Updated with powerful new scholarship on borderlands and the West, the Fifth Edition brings new interactive History Skills Tutorials and Norton InQuizitive for History, the award-winning adaptive quizzing tool. The best-selling Seagull Edition is also available in full color for the first time.
|Author||: Jason Stacy,Stephen Heller|
|Editor||: Macmillan Higher Education|
Authored by experienced AP® teachers, workshop leaders, and AP® exam readers, this document reader is the perfect resource for your redesigned AP® classroom. The 22 chapters follow the nine periods of U.S. History as defined in the new framework. Within each period and chapter, pedagogical tools scaffold students’ development of the historical thinking skills as are central to the course and the exam. Key concepts are illustrated by primary documents and secondary sources including written texts, drawings, photographs, maps, and charts.
|Author||: John J. Newman,John Schmalbach|
|Editor||: Perfection Learning|
Perfect for students preparing to take the 2018 AP U.S. History Examination. -- Publisher's website.