Teaching for Historical Literacy

Building Knowledge in the History Classroom
1. Auflage 2015
ISBN: 978-1-138-85957-9
Verlag: Routledge

Buch, Englisch, 206 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 459 g

Teaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.

Autoren/Hrsg.

Downey, Matthew T.

Long, Kelly A.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen

Inhaltsverzeichnis

HISTORICAL LITERACY. Chapter One: Historical Literacy. Chapter Two: Historical Thinking. HISTORICAL INQUIRY AND INSTRUCTIONAL DESIGN. Chapter Three: History as Inquiry. Chapter Four: Historical Knowledge. Chapter Five: Plan Instruction. GETTING LEARNING UNDER WAY. Chapter Six: Activate Prior Learning. Chapter Seven: Preview the Learning to Come. BUILDING HISTORICAL KNOWLEDGE. Chapter Eight: Collect Evidence. Chapter Nine: Analyze and Evaluate. Chapter Ten: Make Connections. Chapter Eleven: Synthesize. APPLYING THE LEARNING. Chapter Twelve: Apply Historical Knowledge.

Über Autor(innen)

Matthew T. Downey is Emeritus Professor of History and former Director of the Hewit Institute for History and Social Science Education at the University of Northern Colorado.

Kelly A. Long is an Associate Professor of History and Associate Dean in the College of Liberal Arts at Colorado State University.