Doing history: investigating with children in elementary and middle schools
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York, NY
Routledge
2015
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| Edition: | Fifth edition |
| Subjects: | |
| Item Description: | Description based on online resource ; title from PDF title page (EBSCO; viewed on February 19, 2015) |
| Physical Description: | 1 online resource |
| ISBN: | 9781317815693 1317815696 |
Staff View
MARC
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| 245 | 1 | 0 | |a Doing history |b investigating with children in elementary and middle schools |c Linda S. Levstik, Keith C. Barton |
| 250 | |a Fifth edition | ||
| 264 | 1 | |a New York, NY |b Routledge |c 2015 | |
| 300 | |a 1 online resource | ||
| 336 | |b txt |2 rdacontent | ||
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| 500 | |a Description based on online resource ; title from PDF title page (EBSCO; viewed on February 19, 2015) | ||
| 505 | 8 | |a Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Author Biographies; Chapter 1 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 | |
| 505 | 8 | |a Teaching and Learning Must Have PurposeLearning 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; Recognizing Perspective and Agency; The Importance of Questions; Prior Knowledge; Imaginative Entry; Taking Action; Reflection and Assessment; Conclusions; Chapter 4 To Find Out Things We Didn't Know About Ourselves: Personal Histories | |
| 505 | 8 | |a Asking Historical QuestionsCollecting Historical Information; Drawing Conclusions and Reflecting on Learning; English Language Learners and History; Assessing Students' Learning; The "History of Me" and Family Diversity; Extensions; Conclusions; Chapter 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; Supporting Language Development; Assessment and Feedback; Linking Students to Larger Narratives; Family History and Diversity | |
| 505 | 8 | |a ExtensionsConclusions; 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; Chapter 7 Camel Dies, Lose Three Turns: Scaffolding Inquiry into World History; Creativity and the Construction of Meaning; Choices, Connections, Comparisons; Multiple Forms of Media in the History Classroom | |
| 505 | 8 | |a Developing Language Through Active EngagementWhen Objects are the Primary Sources; Cooperative Learning and Technology; Assessment in a Multimedia Environment; Conclusions; Chapter 8 Rats in the Hospital: Creating a History Museum; Imaginative Entry; Turning Interest into Researchable Questions; Finding the Answers to Questions; Reaching Conclusions; Investigating with English Language Learners; Assessment and Self-regulated Learning; Developing an Understanding of Time and Chronology; Extensions; Conclusions | |
| 505 | 8 | |a Now in its fifth edition, Doing History offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The premise is that children can engage in valid forms of historical inquiry-collecting and analyzing data, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historica | |
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| 650 | 7 | |a History / Study and teaching (Middle school) |2 fast | |
| 650 | 4 | |a History / Study and teaching (Elementary) / United States | |
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| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Levstik, Linda S. |t Doing History : Investigating with Children in Elementary and Middle Schools |d Hoboken : Taylor and Francis, ©2015 |z 9780415737326 |
| 912 | |a ZDB-4-NLEBK | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-029761679 | |
Record in the Search Index
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| author | Levstik, Linda S. ca. 20./21. Jh |
| author_GND | (DE-588)1337480444 (DE-588)1255656417 |
| author_facet | Levstik, Linda S. ca. 20./21. Jh |
| author_role | aut |
| author_sort | Levstik, Linda S. ca. 20./21. Jh |
| author_variant | l s l ls lsl |
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| contents | Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Author Biographies; Chapter 1 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 PurposeLearning 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; Recognizing Perspective and Agency; The Importance of Questions; Prior Knowledge; Imaginative Entry; Taking Action; Reflection and Assessment; Conclusions; Chapter 4 To Find Out Things We Didn't Know About Ourselves: Personal Histories Asking Historical QuestionsCollecting Historical Information; Drawing Conclusions and Reflecting on Learning; English Language Learners and History; Assessing Students' Learning; The "History of Me" and Family Diversity; Extensions; Conclusions; Chapter 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; Supporting Language Development; Assessment and Feedback; Linking Students to Larger Narratives; Family History and Diversity ExtensionsConclusions; 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; Chapter 7 Camel Dies, Lose Three Turns: Scaffolding Inquiry into World History; Creativity and the Construction of Meaning; Choices, Connections, Comparisons; Multiple Forms of Media in the History Classroom Developing Language Through Active EngagementWhen Objects are the Primary Sources; Cooperative Learning and Technology; Assessment in a Multimedia Environment; Conclusions; Chapter 8 Rats in the Hospital: Creating a History Museum; Imaginative Entry; Turning Interest into Researchable Questions; Finding the Answers to Questions; Reaching Conclusions; Investigating with English Language Learners; Assessment and Self-regulated Learning; Developing an Understanding of Time and Chronology; Extensions; Conclusions Now in its fifth edition, Doing History offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The premise is that children can engage in valid forms of historical inquiry-collecting and analyzing data, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historica |
| ctrlnum | (ZDB-4-NLEBK)ocn903488997 (OCoLC)903488997 (DE-599)BVBBV044359048 |
| dewey-full | 372.89 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.89 |
| dewey-search | 372.89 |
| dewey-sort | 3372.89 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Fifth edition |
| format | Electronic eBook |
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| id | DE-604.BV044359048 |
| illustrated | Not Illustrated |
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| spelling | Levstik, Linda S. ca. 20./21. Jh. Verfasser (DE-588)1337480444 aut Doing history investigating with children in elementary and middle schools Linda S. Levstik, Keith C. Barton Fifth edition New York, NY Routledge 2015 1 online resource txt rdacontent c rdamedia cr rdacarrier Description based on online resource ; title from PDF title page (EBSCO; viewed on February 19, 2015) Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Author Biographies; Chapter 1 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 PurposeLearning 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; Recognizing Perspective and Agency; The Importance of Questions; Prior Knowledge; Imaginative Entry; Taking Action; Reflection and Assessment; Conclusions; Chapter 4 To Find Out Things We Didn't Know About Ourselves: Personal Histories Asking Historical QuestionsCollecting Historical Information; Drawing Conclusions and Reflecting on Learning; English Language Learners and History; Assessing Students' Learning; The "History of Me" and Family Diversity; Extensions; Conclusions; Chapter 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; Supporting Language Development; Assessment and Feedback; Linking Students to Larger Narratives; Family History and Diversity ExtensionsConclusions; 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; Chapter 7 Camel Dies, Lose Three Turns: Scaffolding Inquiry into World History; Creativity and the Construction of Meaning; Choices, Connections, Comparisons; Multiple Forms of Media in the History Classroom Developing Language Through Active EngagementWhen Objects are the Primary Sources; Cooperative Learning and Technology; Assessment in a Multimedia Environment; Conclusions; Chapter 8 Rats in the Hospital: Creating a History Museum; Imaginative Entry; Turning Interest into Researchable Questions; Finding the Answers to Questions; Reaching Conclusions; Investigating with English Language Learners; Assessment and Self-regulated Learning; Developing an Understanding of Time and Chronology; Extensions; Conclusions Now in its fifth edition, Doing History offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The premise is that children can engage in valid forms of historical inquiry-collecting and analyzing data, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historica EDUCATION / Elementary bisacsh History / Study and teaching (Elementary) fast History / Study and teaching (Middle school) fast History / Study and teaching (Elementary) / United States History / Study and teaching (Middle school) / United States Geschichte History Study and teaching (Elementary) United States History Study and teaching (Middle school) United States USA Barton, Keith C. Sonstige (DE-588)1255656417 oth Erscheint auch als Druck-Ausgabe Levstik, Linda S. Doing History : Investigating with Children in Elementary and Middle Schools Hoboken : Taylor and Francis, ©2015 9780415737326 |
| spellingShingle | Levstik, Linda S. ca. 20./21. Jh Doing history investigating with children in elementary and middle schools Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Author Biographies; Chapter 1 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 PurposeLearning 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; Recognizing Perspective and Agency; The Importance of Questions; Prior Knowledge; Imaginative Entry; Taking Action; Reflection and Assessment; Conclusions; Chapter 4 To Find Out Things We Didn't Know About Ourselves: Personal Histories Asking Historical QuestionsCollecting Historical Information; Drawing Conclusions and Reflecting on Learning; English Language Learners and History; Assessing Students' Learning; The "History of Me" and Family Diversity; Extensions; Conclusions; Chapter 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; Supporting Language Development; Assessment and Feedback; Linking Students to Larger Narratives; Family History and Diversity ExtensionsConclusions; 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; Chapter 7 Camel Dies, Lose Three Turns: Scaffolding Inquiry into World History; Creativity and the Construction of Meaning; Choices, Connections, Comparisons; Multiple Forms of Media in the History Classroom Developing Language Through Active EngagementWhen Objects are the Primary Sources; Cooperative Learning and Technology; Assessment in a Multimedia Environment; Conclusions; Chapter 8 Rats in the Hospital: Creating a History Museum; Imaginative Entry; Turning Interest into Researchable Questions; Finding the Answers to Questions; Reaching Conclusions; Investigating with English Language Learners; Assessment and Self-regulated Learning; Developing an Understanding of Time and Chronology; Extensions; Conclusions Now in its fifth edition, Doing History offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The premise is that children can engage in valid forms of historical inquiry-collecting and analyzing data, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historica EDUCATION / Elementary bisacsh History / Study and teaching (Elementary) fast History / Study and teaching (Middle school) fast History / Study and teaching (Elementary) / United States History / Study and teaching (Middle school) / United States Geschichte History Study and teaching (Elementary) United States History Study and teaching (Middle school) United States |
| title | Doing history investigating with children in elementary and middle schools |
| title_auth | Doing history investigating with children in elementary and middle schools |
| title_exact_search | Doing history investigating with children in elementary and middle schools |
| title_full | Doing history investigating with children in elementary and middle schools Linda S. Levstik, Keith C. Barton |
| title_fullStr | Doing history investigating with children in elementary and middle schools Linda S. Levstik, Keith C. Barton |
| title_full_unstemmed | Doing history investigating with children in elementary and middle schools Linda S. Levstik, Keith C. Barton |
| title_short | Doing history |
| title_sort | doing history investigating with children in elementary and middle schools |
| title_sub | investigating with children in elementary and middle schools |
| topic | EDUCATION / Elementary bisacsh History / Study and teaching (Elementary) fast History / Study and teaching (Middle school) fast History / Study and teaching (Elementary) / United States History / Study and teaching (Middle school) / United States Geschichte History Study and teaching (Elementary) United States History Study and teaching (Middle school) United States |
| topic_facet | EDUCATION / Elementary History / Study and teaching (Elementary) History / Study and teaching (Middle school) History / Study and teaching (Elementary) / United States History / Study and teaching (Middle school) / United States Geschichte History Study and teaching (Elementary) United States History Study and teaching (Middle school) United States USA |
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