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Book Synopsis An Educators Guide to the Perspectives on History Part 3 Using Primary by : JoAnne Weisman Deitch
Download or read book An Educators Guide to the Perspectives on History Part 3 Using Primary written by JoAnne Weisman Deitch and published by History Compass. This book was released on 1998-09-01 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Rev. ed. of: History 3-11. Abingdon [UK]: David Fulton, 2006.
Book Synopsis History 5-11 by : Hilary Cooper
Download or read book History 5-11 written by Hilary Cooper and published by Routledge. This book was released on 2012 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rev. ed. of: History 3-11. Abingdon [UK]: David Fulton, 2006.
A Charlotte Mason Inspired Journey Through American History! American history comes alive in America’s Story 2 as students experience the struggle of the fledgling American nation as she strives to resolve conflict, reconstruct after division, expand through the Wild West, and join the world in the Industrial Revolution. Easy for teachers, exciting for students! America’s Story 2 is designed to be easy to use with a convenient schedule to save you time! While students embark on an exciting adventure through American history as they: Learn to retell history through the use of oral & written narrationSketch their way through historical scenesCreate their own mapsAnd compile a timeline from the Civil War to the Industrial Revolution of the early 1900s! America’s Story 2 Teacher Guide Includes: Suggested Daily Schedule—Saving you time!Student worksheets for narration (oral & written), sketching, map adventures, & timelines.Optional Digging Deeper activitiesSpecial Project IdeasReview sheets & answer keys3-hole punched, perforated pages for convenience Course Features: Approximately 45 minutes per lesson, 4-5 days per weekDesigned for grades 3-6 in a one-year history course
Book Synopsis America's Story 2 (Teacher Guide) by : Angela O'Dell
Download or read book America's Story 2 (Teacher Guide) written by Angela O'Dell and published by New Leaf Publishing Group. This book was released on 2017-06-16 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Charlotte Mason Inspired Journey Through American History! American history comes alive in America’s Story 2 as students experience the struggle of the fledgling American nation as she strives to resolve conflict, reconstruct after division, expand through the Wild West, and join the world in the Industrial Revolution. Easy for teachers, exciting for students! America’s Story 2 is designed to be easy to use with a convenient schedule to save you time! While students embark on an exciting adventure through American history as they: Learn to retell history through the use of oral & written narrationSketch their way through historical scenesCreate their own mapsAnd compile a timeline from the Civil War to the Industrial Revolution of the early 1900s! America’s Story 2 Teacher Guide Includes: Suggested Daily Schedule—Saving you time!Student worksheets for narration (oral & written), sketching, map adventures, & timelines.Optional Digging Deeper activitiesSpecial Project IdeasReview sheets & answer keys3-hole punched, perforated pages for convenience Course Features: Approximately 45 minutes per lesson, 4-5 days per weekDesigned for grades 3-6 in a one-year history course
A full credit high school art history textbook that helps you discover (and remember) fascinating connections between art, history, the Bible and other core classes like never before. Paired with the companion Teacher Guide, this curriculum is ideal for homeschool families, co-ops, church libraries and private Christian schools.
Book Synopsis The Master and His Apprentices by : Gina Ferguson
Download or read book The Master and His Apprentices written by Gina Ferguson and published by . This book was released on 2017-07-31 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: A full credit high school art history textbook that helps you discover (and remember) fascinating connections between art, history, the Bible and other core classes like never before. Paired with the companion Teacher Guide, this curriculum is ideal for homeschool families, co-ops, church libraries and private Christian schools.
Three voices. Three acts of defiance. One mass injustice. The story of camp as you’ve never seen it before. Japanese Americans complied when evicted from their homes in World War II -- but many refused to submit to imprisonment in American concentration camps without a fight. In this groundbreaking graphic novel, meet JIM AKUTSU, the inspiration for John Okada’s No-No Boy, who refuses to be drafted from the camp at Minidoka when classified as a non-citizen, an enemy alien; HIROSHI KASHIWAGI, who resists government pressure to sign a loyalty oath at Tule Lake, but yields to family pressure to renounce his U.S. citizenship; and MITSUYE ENDO, a reluctant recruit to a lawsuit contesting her imprisonment, who refuses a chance to leave the camp at Topaz so that her case could reach the U.S. Supreme Court. Based upon painstaking research, We Hereby Refuse presents an original vision of America’s past with disturbing links to the American present.
Book Synopsis WE HEREBY REFUSE by : Frank Abe
Download or read book WE HEREBY REFUSE written by Frank Abe and published by Chin Music Press. This book was released on 2021-07-16 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Three voices. Three acts of defiance. One mass injustice. The story of camp as you’ve never seen it before. Japanese Americans complied when evicted from their homes in World War II -- but many refused to submit to imprisonment in American concentration camps without a fight. In this groundbreaking graphic novel, meet JIM AKUTSU, the inspiration for John Okada’s No-No Boy, who refuses to be drafted from the camp at Minidoka when classified as a non-citizen, an enemy alien; HIROSHI KASHIWAGI, who resists government pressure to sign a loyalty oath at Tule Lake, but yields to family pressure to renounce his U.S. citizenship; and MITSUYE ENDO, a reluctant recruit to a lawsuit contesting her imprisonment, who refuses a chance to leave the camp at Topaz so that her case could reach the U.S. Supreme Court. Based upon painstaking research, We Hereby Refuse presents an original vision of America’s past with disturbing links to the American present.
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
Book Synopsis Teaching History for the Common Good by : Keith C. Barton
Download or read book Teaching History for the Common Good written by Keith C. Barton and published by Routledge. This book was released on 2004-07-13 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
Drawing from historical journals and letters, New York Times bestselling author Laura Elliot weaves a richly detailed tale about the extraordinary Peggy Schuyler and her revolutionary friendship with Alexander Hamilton. Perfect for fans of the smash musical sensation Hamilton. Peggy Schuyler has always felt like she’s existed in the shadows of her beloved sisters: the fiery, intelligent Angelica and beautiful, sweet Eliza. But it’s in the throes of a chaotic war that Peggy finds herself a central figure amid Loyalists and Patriots, spies and traitors, friends and family. When a flirtatious aide-de-camp, Alexander Hamilton, writes to Peggy asking for her help in wooing the earnest Eliza, Peggy finds herself unable to deny such an impassioned plea. A fast friendship forms between the two, but Alexander is caught in the same war as her father, and the danger to all their lives is real. Everything is a battlefield—from the frontlines to their carefully coded letters—but will Peggy’s bravery’s and intelligence be enough to keep them all safe? Bank Street College Best Book of the Year (Historical Fiction, 2019) * 2018 Grateful American Book Prize Honorable Mention
Book Synopsis Hamilton and Peggy! by : L. M. Elliott
Download or read book Hamilton and Peggy! written by L. M. Elliott and published by HarperCollins. This book was released on 2018-02-13 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing from historical journals and letters, New York Times bestselling author Laura Elliot weaves a richly detailed tale about the extraordinary Peggy Schuyler and her revolutionary friendship with Alexander Hamilton. Perfect for fans of the smash musical sensation Hamilton. Peggy Schuyler has always felt like she’s existed in the shadows of her beloved sisters: the fiery, intelligent Angelica and beautiful, sweet Eliza. But it’s in the throes of a chaotic war that Peggy finds herself a central figure amid Loyalists and Patriots, spies and traitors, friends and family. When a flirtatious aide-de-camp, Alexander Hamilton, writes to Peggy asking for her help in wooing the earnest Eliza, Peggy finds herself unable to deny such an impassioned plea. A fast friendship forms between the two, but Alexander is caught in the same war as her father, and the danger to all their lives is real. Everything is a battlefield—from the frontlines to their carefully coded letters—but will Peggy’s bravery’s and intelligence be enough to keep them all safe? Bank Street College Best Book of the Year (Historical Fiction, 2019) * 2018 Grateful American Book Prize Honorable Mention
Drawing on extensive interviews with teachers of an earlier generation, Rousmaniere lets readers see the complexity of teachers' work, their problems with reform implementation, and the conditions they believed were necessary for real change. It is an important book because it raises questions about the power and legacy of teachers' historical work culture and the effect of teachers' working conditions on teacher practice and broader school reform policy.
Book Synopsis City Teachers by : Kate Rousmaniere
Download or read book City Teachers written by Kate Rousmaniere and published by . This book was released on 1997 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on extensive interviews with teachers of an earlier generation, Rousmaniere lets readers see the complexity of teachers' work, their problems with reform implementation, and the conditions they believed were necessary for real change. It is an important book because it raises questions about the power and legacy of teachers' historical work culture and the effect of teachers' working conditions on teacher practice and broader school reform policy.
Book Synopsis Resources for Teaching about History by : Global Perspectives in Education, inc
Download or read book Resources for Teaching about History written by Global Perspectives in Education, inc and published by . This book was released on 1985 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Over the last four decades, women's history has developed from a new and marginal approach to history to an established and flourishing area of the discipline taught in all history departments. Clio in the Classroom makes accessible the content, key themes and concepts, and pedagogical techniques of U.S. women's history for all secondary school and college teachers. Editors Carol Berkin, Margaret S. Crocco, and Barbara Winslow have brought together a diverse group of educators to provide information and tools for those who are constructing a new syllabus or revitalizing an existing one. The essays in this volume provide concise, up-to-date overviews of American women's history from colonial times to the present that include its ethnic, racial, and regional changes. They look at conceptual frameworks key to understanding women's history and American history, such as sexuality, citizenship, consumerism, and religion. And they offer concrete approaches for the classroom, including the use of oral history, visual resources, material culture, and group learning. The volume also features a guide to print and digital resources for further information. This is an invaluable guide for women and men preparing to incorporate the study of women into their classes, as well as for those seeking fresh perspectives for their teaching.
Book Synopsis Clio in the Classroom by : Carol Berkin
Download or read book Clio in the Classroom written by Carol Berkin and published by Oxford University Press. This book was released on 2009-02-02 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last four decades, women's history has developed from a new and marginal approach to history to an established and flourishing area of the discipline taught in all history departments. Clio in the Classroom makes accessible the content, key themes and concepts, and pedagogical techniques of U.S. women's history for all secondary school and college teachers. Editors Carol Berkin, Margaret S. Crocco, and Barbara Winslow have brought together a diverse group of educators to provide information and tools for those who are constructing a new syllabus or revitalizing an existing one. The essays in this volume provide concise, up-to-date overviews of American women's history from colonial times to the present that include its ethnic, racial, and regional changes. They look at conceptual frameworks key to understanding women's history and American history, such as sexuality, citizenship, consumerism, and religion. And they offer concrete approaches for the classroom, including the use of oral history, visual resources, material culture, and group learning. The volume also features a guide to print and digital resources for further information. This is an invaluable guide for women and men preparing to incorporate the study of women into their classes, as well as for those seeking fresh perspectives for their teaching.