Historical Thinking Skills Download Ebook PDF Epub Online

Author : Peter Seixas
Tom Morton
Publisher :
Release : 2012-07-30
Page : 218
Category : Historiography
ISBN 13 : 9780176541545
Description :


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 [email protected] All International customers (exception US and Asia) please contact [email protected] lson.com


Author : John P. Irish
Barbara Ozuna
Publisher : W. W. Norton
Release : 2016-03-31
Page : 272
Category : History
ISBN 13 : 9780393602470
Description :


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 : Mike Maxwell
Publisher :
Release : 2018-07-28
Page : 256
Category : Education
ISBN 13 : 9781732120112
Description :


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.


Author : Samuel S. Wineburg
Publisher : Critical Perspectives on the P
Release : 2001
Page : 255
Category : Education
ISBN 13 : 9781566398565
Description :


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.


Author : Mike Denos
Publisher :
Release : 2016
Page :
Category : Education, Elementary
ISBN 13 :
Description :



Author : Sam Wineburg
Daisy Martin
Publisher : Teachers College Press
Release : 2015-04-26
Page : 168
Category : Education
ISBN 13 : 0807772372
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 : Norbert M. Seel
Publisher : Springer Science & Business Media
Release : 2011-10-05
Page : 3536
Category : Education
ISBN 13 : 1441914277
Description :


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.


Author : John P. Irish
Edward Carson
Publisher : W. W. Norton
Release : 2016-03-01
Page : 304
Category :
ISBN 13 : 9780393602463
Description :


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 : Nancy Saborido
Publisher :
Release : 2014
Page : 63
Category :
ISBN 13 :
Description :



Author : Bruce A. VanSledright
Publisher : Routledge
Release : 2010-09-13
Page : 232
Category : Education
ISBN 13 : 1136923020
Description :


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.


Author : Bruce A. Lesh
Publisher : Stenhouse Pub
Release : 2011
Page : 230
Category : Education
ISBN 13 : 9781571108128
Description :


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 : Stephane Levesque
Publisher : University of Toronto Press
Release : 2009-10-17
Page : 240
Category : Education
ISBN 13 : 1442691611
Description :


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.


Author : Linda Elder
Meg Gorzycki
Publisher : Rowman & Littlefield
Release : 2019-06-01
Page : 94
Category : Education
ISBN 13 : 1538133946
Description :


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.


Author : Carolyn Polchow
Publisher :
Release : 2013
Page : 75
Category : Critical thinking
ISBN 13 :
Description :



Author : Sam Wineburg
Publisher : University of Chicago Press
Release : 2018-09-17
Page : 240
Category : History
ISBN 13 : 022635735X
Description :


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.


Author : Laura Elaine Pearson-Wagner
Publisher :
Release : 2018
Page : 193
Category : Historiography
ISBN 13 :
Description :



Author : Ruth Sandwell
Amy von Heyking
Publisher : University of Toronto Press
Release : 2014
Page : 345
Category : Education
ISBN 13 : 1442626518
Description :


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.


Author : Md Nasir Masran
Publisher :
Release : 2005
Page : 324
Category : Social science teachers
ISBN 13 :
Description :



Author : Kathleen W. Craver
Publisher : Greenwood Publishing Group
Release : 1999
Page : 257
Category : Language Arts & Disciplines
ISBN 13 : 9780313307492
Description :


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.


Author : Margaret MacMillan
Publisher : Profile Books
Release : 2010-12-09
Page : 120
Category : History
ISBN 13 : 184765200X
Description :


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.