The Big Six Historical Thinking Concepts

The Big Six Historical Thinking Concepts
Author: Peter Seixas,Tom Morton
Pages: 218
ISBN: 0176541543
Available:
Release: 2012-07-30
Editor: Unknown
Language: en

Explanation of the Book:

Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact nelson.orderdesk@nelson.com All International customers (exception US and Asia) please contact Nelson.international@ne lson.com

Historical Thinking Skills

Historical Thinking Skills
Author: John P. Irish,Barbara Ozuna
Pages: 272
ISBN: 0393602478
Available:
Release: 2016-03-31
Editor: W. W. Norton
Language: en

Explanation of the Book:

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.

Future Focused History Teaching

Future Focused History Teaching
Author: Mike Maxwell
Pages: 256
ISBN: 1732120110
Available:
Release: 2018-07-28
Editor: Unknown
Language: en

Explanation of the Book:

This provocative book challenges the status quo in history eduction by proposing that isolated facts from the past be replaced by knowledge relevant to the future. Not a classroom teaching guide, this book examines the fundamental premises and practices that underlie the work of every history teacher from grade school through graduate school.

Encyclopedia of the Sciences of Learning

Encyclopedia of the Sciences of Learning
Author: Norbert M. Seel
Pages: 3536
ISBN: 9781441914279
Available:
Release: 2011-10-05
Editor: Springer Science & Business Media
Language: en

Explanation of the Book:

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

Historical Thinking Skills

Historical Thinking Skills
Author: John P. Irish,Edward Carson
Pages: 304
ISBN: 039360246X
Available:
Release: 2016-03-01
Editor: W. W. Norton
Language: un

Explanation of the Book:

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.

Historical Thinking and Other Unnatural Acts

Historical Thinking and Other Unnatural Acts
Author: Samuel S. Wineburg
Pages: 255
ISBN: 1566398568
Available:
Release: 2001
Editor: Critical Perspectives on the P
Language: en

Explanation of the Book:

Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer rough maps of how ordinary people think about the past and use it to understand the present. These essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

Becoming a History Teacher

Becoming a History Teacher
Author: Ruth Sandwell,Amy von Heyking
Pages: 345
ISBN: 9781442626515
Available:
Release: 2014
Editor: University of Toronto Press
Language: en

Explanation of the Book:

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.

Teaching about Historical Thinking

Teaching about Historical Thinking
Author: Mike Denos
Pages: 329
ISBN: OCLC:1012178324
Available:
Release: 2016
Editor: Unknown
Language: en

Explanation of the Book:

Why Learn History When It s Already on Your Phone

Why Learn History  When It   s Already on Your Phone
Author: Sam Wineburg
Pages: 240
ISBN: 9780226357355
Available:
Release: 2018-09-17
Editor: University of Chicago Press
Language: en

Explanation of the Book:

Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percentage of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the internet always at our fingertips, what’s a teacher of history to do? Sam Wineburg has answers, beginning with this: We definitely can’t stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we’ve subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It’s Already on Your Phone), has nothing to do with test prep–style ability to memorize facts. Instead, it’s an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments—including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources—to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate. It’s easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn’t have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.

New Directions in Assessing Historical Thinking

New Directions in Assessing Historical Thinking
Author: Kadriye Ercikan,Peter Seixas
Pages: 262
ISBN: 9781317699767
Available:
Release: 2015-02-20
Editor: Routledge
Language: en

Explanation of the Book:

New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.

Reading Like a Historian

Reading Like a Historian
Author: Sam Wineburg,Daisy Martin,Chauncey Monte-Sano
Pages: 168
ISBN: 9780807772379
Available:
Release: 2015-04-26
Editor: Teachers College Press
Language: en

Explanation of the Book:

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.

Why Won t You Just Tell Us the Answer

 Why Won t You Just Tell Us the Answer
Author: Bruce A. Lesh
Pages: 230
ISBN: 1571108122
Available:
Release: 2011
Editor: Stenhouse Pub
Language: en

Explanation of the Book:

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.

Thinking Like a Historian

Thinking Like a Historian
Author: Nikki Mandell,Bobbie Malone
Pages: 136
ISBN: 9780870204838
Available:
Release: 2013-06-19
Editor: Wisconsin Historical Society
Language: en

Explanation of the Book:

Thinking Like a Historian: Rethinking History Instruction by Nikki Mandell and Bobbie Malone is a teaching and learning framework that explains the essential elements of history and provides "how to" examples for building historical literacy in classrooms at all grade levels. With practical examples, engaging and effective lessons, and classroom activities that tie to essential questions, Thinking Like a Historian provides a framework to enhance and improve teaching and learning history. We invite you to use Thinking Like a Historian to bring history into your classroom or to re-energize your teaching of this crucial discipline in new ways. The contributors to Thinking Like a Historian are experienced historians and educators from elementary through university levels. This philosophical and pedagogical guide to history as a discipline uses published standards of the American Historical Association, the Organization of American Historians, the National Council for History Education, the National History Standards and state standards for Wisconsin and California.

The Challenge of Rethinking History Education

The Challenge of Rethinking History Education
Author: Bruce A. VanSledright
Pages: 232
ISBN: 9781136923012
Available:
Release: 2010-09-13
Editor: Routledge
Language: en

Explanation of the Book:

Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a "basic" understanding of the country’s history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachers’ lectures ensues. In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase students’ capacity to critically read and assess the nature of the complex culture in which they live.

Transfer of Historical Thinking Skills

Transfer of Historical Thinking Skills
Author: Laura Elaine Pearson-Wagner
Pages: 193
ISBN: OCLC:1083544269
Available:
Release: 2018
Editor: Unknown
Language: un

Explanation of the Book:

The Student Guide to Historical Thinking

The Student Guide to Historical Thinking
Author: Linda Elder,Meg Gorzycki,Richard Paul
Pages: 94
ISBN: 9781538133941
Available:
Release: 2019-06-01
Editor: Rowman & Littlefield
Language: en

Explanation of the Book:

Thinking about history as only a collection of dates and names prevents us from seeing the true value of the past. This volume of the Thinker’s Guide Library reveals history as a mode of thinking with real current-day implications. Students learn to engage with the past in a way that promotes critical thinking about the present and future.

Using Internet Primary Sources to Teach Critical Thinking Skills in History

Using Internet Primary Sources to Teach Critical Thinking Skills in History
Author: Kathleen W. Craver
Pages: 257
ISBN: 0313307490
Available:
Release: 1999
Editor: Greenwood Publishing Group
Language: en

Explanation of the Book:

Provides teachers with outlines of classroom lessons and activities in critical thinking for history students in grades 7 to 12, and includes lists of both traditional and Internet reference sources.

The Uses and Abuses of History

The Uses and Abuses of History
Author: Margaret MacMillan
Pages: 120
ISBN: 9781847652003
Available:
Release: 2010-12-09
Editor: Profile Books
Language: en

Explanation of the Book:

The past is capricious enough to support every stance - no matter how questionable. In 2002, the Bush administration decided that dealing with Saddam Hussein was like appeasing Hitler or Mussolini, and promptly invaded Iraq. Were they wrong to look to history for guidance? No; their mistake was to exaggerate one of its lessons while suppressing others of equal importance. History is often hijacked through suppression, manipulation, and, sometimes, even outright deception. MacMillan's book is packed full of examples of the abuses of history. In response, she urges us to treat the past with care and respect.

Improving Historical Thinking Skills in Middle School Social Studies

Improving Historical Thinking Skills in Middle School Social Studies
Author: Carolyn Polchow
Pages: 75
ISBN: OCLC:1224541782
Available:
Release: 2013
Editor: Unknown
Language: un

Explanation of the Book:

Thinking Historically

Thinking Historically
Author: Stephane Levesque
Pages: 240
ISBN: 9781442691612
Available:
Release: 2009-10-17
Editor: University of Toronto Press
Language: en

Explanation of the Book:

Two simple but profound questions have preoccupied scholars since the establishment of history education over a century ago: what is historical thinking, and how do educators go about teaching it? In Thinking Historically, Stéphane Ltévesque examines these questions, focusing on what it means to think critically about the past. As students engage in a new century already characterized by global instability, uncertainty, and rivalry over claims about the past, present, and future, this study revisits enduring questions and aims to offer new and relevant answers. Drawing on a rich collection of personal, national, and international studies in history education, Ltévesque offers a coherent and innovative way of looking at how historical expertise in the domain intersects with the 'pedagogy of history education.' Thinking Historically provides teacher educators, and all those working in the field of history education, ways of rethinking their practice by presenting some of the benchmarks, in terms of procedural concepts, of what students ought to learn and do to become more critical historical actors and citizens. As questions regarding history education compel educators with greater force than ever, this study explores different ways of approaching and engaging with the discipline in the twenty-first century.