MARC Record from harvard_bibliographic_metadata

LEADER: 06042cam a2200349 a 4500
001 012723822-0
005 00000000000000.0
008 101102s2011 nyua b 001 0 eng
010 $a 2010046668
020 $a9780415873017 (pbk. : alk. paper)
020 $a0415873010 (pbk. : alk. paper)
020 $a9780203834930 (e-book)
020 $a0203834933 (e-book)
035 0 $aocn419794342
040 $aDLC$cDLC$dYDX$dBTCTA$dYDXCP$dCDX$dBWX
043 $an-us---
050 00 $aLB1582.U6$bL49 2011
082 00 $a372.89/044$222
100 1 $aLevstik, Linda S.
245 10 $aDoing history :$binvestigating with children in elementary and middle school /$cLinda S. Levstik, Keith C. Barton.
250 $a4th ed.
260 $aNew York :$bRoutledge,$cc2011.
300 $axiv, 222 p. :$bill. ;$c28 cm.
504 $aIncludes bibliographical references and index.
505 0 $aChapter1. Past, present, and future: the sociocultural context for studying history ; History involves multiple activities and purposes ; History helps us picture possible futures ; History is about significant themes and questions ; History is interpretive ; History is explained through narratives ; History is more than politics ; History is controversial ; The goal of history education ; Conclusions -- Chapter 2. It's not just a mishap: the theory behind disciplined inquiry ; Teaching and learning must have a purpose ; Learning means in-depth understanding ; Instruction must build on students' prior knowledge ; People learn through disciplined inquiry ; Teaching means scaffolding ; Constructive assessment ; Conclusions -- Chapter 3. There aren't a lot of "for sure" facts: building communities of historical inquiry ; Talking historically ; The importance of questions ; Prior knowledge ; Imaginative entry ; Taking action ; Reflection and assessment ; Conclusions ; Children's and adolescent literature -- Chapter 4. To find out things we didn't know about ourselves: personal histories ; Asking historical questions ; Collecting historical information ; Drawing conclusions and reflecting on learning ; Assessing students' learning ; The "history of me" in the context of diversity ; Extensions ; Conclusions ; Children's and adolescent literature.
505 0 $aChapter 5. Tell me about yourself: linking children to the past through family histories ; Connecting students to important historical themes ; Imaginative entry: personalizing history ; Collecting and interpreting information ; Assessment and feedback ; Linking students to larger narratives ; Family history in the context of diversity ; Extensions ; Conclusions ; Children's and adolescent literature -- Chapter 6. I think Columbus went to hell!: connections and controversies in world history ; World history: comparisons, interactions, patterns ; Making connections ; Start globally, connect locally ; Start locally, connect globally ; Common experiences and critical perspectives in world history ; Controversy and inquiry ; Assessing history outcomes ; Conclusions ; Children's and adolescent literature -- Chapter 7. Camel dies, lose three turns: scaffolding inquiry into world history ; Creativity and the construction of meaning ; Assessment in a multimedia environment ; Conclusions ; Children's and adolescent literature -- Chapter 8. Rats in the hospital: creating a history museum ; Imaginative entry ; Turning research into researchable questions ; Finding the answers to questions ; Reaching conclusions ; Assessment and self-regulated learning ; Developing an understanding of Time and Chronology ; Extensions ; Conclusions ; Children's and adolescent literature -- Chapter 9. I have no experience with this! Historical inquiry in an integrated social studies setting ; All questions are not created equal: moving beyond the superficial ; Flexibility is essential: Building on student discoveries ; Maintaining focus ; Now, what does it mean? ; Time for reflection and assessment ; Conclusions ; Children's and adolescent literature.
505 0 $aChapter 10. Why isn't that in the textbook? Fiction, nonfiction, and historical thinking ; Selecting good narrative history ; "I did not panic": creating historical narratives ; Analyzing students' historical narratives ; Conclusions ; Children's and adolescent literature -- Chapter 11. Oh, good! We get to argue: putting conflict in context ; Let's talk: preparing for reasoned discussion ; It is happening right now: starting with current events ; What if? it could have been different ; It isn't finished yet: you can make a difference ; Assessing conflict in context ; Conclusions ; Children's and adolescent literature -- Chapter 12. In my opinion, it could happen again: how attitudes and beliefs have changed over time ; Changes in names ; Changes in social relations ; Salem Witch Trials ; Long-term assessment of historical skills ; Extensions ; Conclusions ; Children's and adolescent literature -- Chapter 13. Nosotros la gente: diverse perspectives in U.S. history ; People in U.S. history ; Using literature and primary sources to understand people ; Diversity in U.S. history ; Building on what students know ; Scaffolding studetns' understanding ; Assessing students' knowledge of historical context ; Extensions ; Conclusions ; Children's and adolescent literature -- Chapter 14. The arts make us all part of humankind: cognitive pluralism in history teaching and learning ; The arts address significant historical questions ; The arts as source material for historical study ; Imagining in your mind: learning to read the historic arts ; The arts as vehicles for expressing historical understanding ; The arts as problem solving ; The arts as intellectual risk taking ; Assessment and the arts ; Conclusions ; Children's and adolescent literature -- Epilogue -- References -- Index.
650 0 $aHistory$xStudy and teaching (Elementary)$zUnited States.
650 0 $aHistory$xStudy and teaching (Middle school)$zUnited States.
700 1 $aBarton, Keith C.
988 $a20110412
906 $0DLC