"Learn how to engage students in investigating the past. Lesh provides research-based guidance to help teachers (grades 6-12) develop and use questions that guide historical inquires, align assessment to inquiry, and incorporate difficult histories. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios"--
"Learn how to engage students in investigating the past. Lesh provides research-based guidance to help teachers (grades 6-12) develop and use questions that guide historical inquires, align assessment to inquiry, and incorporate difficult histories. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios"--
Bruce A. Lesh is a former high school teacher in Baltimore County Public Schools, curriculum director at the Maryland State Department of Education, past president of the Maryland Council for the Social Studies, and vice-chair of the National Council for History Education. He has been recognized as the Organization of American Historians Teacher of the Year, and the Maryland Secondary Social Studies Teacher of the Year. He received the 2024 National Council for History Education (NCHE) Paul Gagnon Prize for a Significant Contribution to the Promotion of History Education.
Inhaltsangabe
Preface Acknowledgments 1. "But My Kids Cannot Do This . . .": Challenging Perceptions About Historical Investigations My Why, Part I My Why, Part 2 Professional Learning The History Lab 2.0 The Only Constant Is Change! Conclusions 2:."Yes, Your Students Can Do This": Historical Investigation for All Students A Roadmap Teaching Up Build Scaffolds In the Center Ring, Inquiry Versus Coverage and Control Making the Inquiry Question Accessible for All Adapting Historical Sources: Political Cartoons and Images Modifying a Text Source Scaffolding the Process Conclusion 3. "Is Every Day a Lab?": What Happens Between History Labs? The Twinkies of Lessons "Is Every Day a Lab?" Seriously, No Trench Foot, or Tanks, or Mustard Gas? Woven Into Every Unit "Like a Prairie Fire . . . " What Happens Between History Labs? 4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No One Stop Shopping The Engagement Cliff The Brain and Questions Why Questions in Social Studies? Organizing the Mental Bedroom Types of Questions We Learned That in October, You Mean I Was Supposed to Remember That? Unit-Wide Questions Building Lesson-Level Questions Coverage Demands Choices "Would You Have Your Student's Debate Slavery?" Open Versus Closed Questions The People in the Past Were Stupid The Tug of War Between Relevance and Accuracy A Little Sex Appeal Goes a Long Way Historical Categories of Inquiry Typese of Questions It Is Iterative and Recursive and Frustrating (but Also Exciting)! Marcus Garvey: The Evolution of a History Lab Question Having Students Develop Their Own Questions Conclusion 5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking Please, Not Another Strike! Not Going to Do It Let's Talk It Is Not Just Debates "I Don't Feel Comfortable" Teacher Talk Moves and History Building Student Capacity for Discussion Scoring and Feedback The Pullman Strike of 1894 Source-Based Testimony Setting the Stage A Hearing Is Now Called to Order! Discussion and Pullman Conclusions 6. "My Kids Felt More Seen Today": Teaching Hard Histories Why Hard Histories? Controversial Issues and Hard Histories Hard Histories and Inquiry LGBTQ+ History Getting By With the Help of Some Friends! The Investigation Structuring the Investigation It Wasn't Just Stonewall "No Union Is More Profound Than Marriage" What's the Big Deal? 7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking Social Studies Assessments I Took Tests; Weren't They Assessing My Historical Thinking? Instruction and Assessment Disconnect No Dates, No Names, Then What Do I Assess? What Tools Are Available for Teachers? Formative Assessment Tools for Historical Thinking "Not Another Essay!": Exploring Alternative Summative Assessments Conclusion Conclusion: "I Don't Always Mention Those Words": The Power of Partnerships Initiating the Partnership The Planning Meeting Intervisitations "I Don't Always Mention Those Words" References Index About the Author
Preface Acknowledgments 1. "But My Kids Cannot Do This . . .": Challenging Perceptions About Historical Investigations My Why, Part I My Why, Part 2 Professional Learning The History Lab 2.0 The Only Constant Is Change! Conclusions 2:."Yes, Your Students Can Do This": Historical Investigation for All Students A Roadmap Teaching Up Build Scaffolds In the Center Ring, Inquiry Versus Coverage and Control Making the Inquiry Question Accessible for All Adapting Historical Sources: Political Cartoons and Images Modifying a Text Source Scaffolding the Process Conclusion 3. "Is Every Day a Lab?": What Happens Between History Labs? The Twinkies of Lessons "Is Every Day a Lab?" Seriously, No Trench Foot, or Tanks, or Mustard Gas? Woven Into Every Unit "Like a Prairie Fire . . . " What Happens Between History Labs? 4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No One Stop Shopping The Engagement Cliff The Brain and Questions Why Questions in Social Studies? Organizing the Mental Bedroom Types of Questions We Learned That in October, You Mean I Was Supposed to Remember That? Unit-Wide Questions Building Lesson-Level Questions Coverage Demands Choices "Would You Have Your Student's Debate Slavery?" Open Versus Closed Questions The People in the Past Were Stupid The Tug of War Between Relevance and Accuracy A Little Sex Appeal Goes a Long Way Historical Categories of Inquiry Typese of Questions It Is Iterative and Recursive and Frustrating (but Also Exciting)! Marcus Garvey: The Evolution of a History Lab Question Having Students Develop Their Own Questions Conclusion 5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking Please, Not Another Strike! Not Going to Do It Let's Talk It Is Not Just Debates "I Don't Feel Comfortable" Teacher Talk Moves and History Building Student Capacity for Discussion Scoring and Feedback The Pullman Strike of 1894 Source-Based Testimony Setting the Stage A Hearing Is Now Called to Order! Discussion and Pullman Conclusions 6. "My Kids Felt More Seen Today": Teaching Hard Histories Why Hard Histories? Controversial Issues and Hard Histories Hard Histories and Inquiry LGBTQ+ History Getting By With the Help of Some Friends! The Investigation Structuring the Investigation It Wasn't Just Stonewall "No Union Is More Profound Than Marriage" What's the Big Deal? 7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking Social Studies Assessments I Took Tests; Weren't They Assessing My Historical Thinking? Instruction and Assessment Disconnect No Dates, No Names, Then What Do I Assess? What Tools Are Available for Teachers? Formative Assessment Tools for Historical Thinking "Not Another Essay!": Exploring Alternative Summative Assessments Conclusion Conclusion: "I Don't Always Mention Those Words": The Power of Partnerships Initiating the Partnership The Planning Meeting Intervisitations "I Don't Always Mention Those Words" References Index About the Author
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Internetauftritt der buecher.de internetstores GmbH
Geschäftsführung: Monica Sawhney | Roland Kölbl | Günter Hilger
Sitz der Gesellschaft: Batheyer Straße 115 - 117, 58099 Hagen
Postanschrift: Bürgermeister-Wegele-Str. 12, 86167 Augsburg
Amtsgericht Hagen HRB 13257
Steuernummer: 321/5800/1497
USt-IdNr: DE450055826
