Building Students' Historical Literacies: Learning to Read and Reason with Historical Texts and Evidence
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Milton
Taylor & Francis Group
2022
|
| Ausgabe: | 2nd ed |
| Schlagworte: | |
| Online-Zugang: | DE-12 DE-12 |
| Beschreibung: | 1 Online-Ressource (323 Seiten) |
| ISBN: | 9781000542981 |
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| 505 | 8 | |a Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- Foreword -- Author the Author -- Acknowledgments -- Part I: Exploring the Critical Literacies used in Historical Inquiry -- Chapter 1: Why Teach Historical Literacies: Evaluating the Source and Context of This Book -- Historical Literacies in My Classroom -- Historical Literacies in the Research -- The Importance of Critical Reading in the 21st Century -- An Overview of the Book -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 2: Building Historical Literacies: A New Purpose for History Teaching -- Research on Traditional History Instruction -- Traditional Methods -- Traditional Materials -- Results of Traditional Instruction -- Redefining History Instruction -- Making the Case for Historical Literacy Instruction -- Defining Historical Literacies -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 3: Defining Historical Literacies: What and How Do Historians Read and Write? -- Historical Literacies -- Defining the Concept of Historical Literacy -- Historians as Models of Historical Literacies -- Which Texts Are Essential to Historiansis' Inquiries? -- Which Literacy Skills Do Historians Employ? -- Which Habits of Mind Characterize Historians' Work? -- The Need for Secondary Students to Receive Historical Literacy Instruction -- Chapter Summary -- Questions for Consideration -- Additional Reading and Resources -- References -- Chapter 4: Teaching Historical Literacies: Supporting Students as Active Readers and Writers -- General Literacy Strategies and Historical Literacies -- Close Reading -- Metacognition -- Vocabulary and Literacy -- Before-, During-, and After-Reading Strategies | |
| 505 | 8 | |a A Framework for Understanding Literate Processes and Historical Literacies -- Code Breaker -- Meaning Maker -- Text User -- Text Critic -- The Four Resources Model in Developing Students' Historical Literacies -- A Framework for Understanding the Writing Processes -- Planning -- Composing -- Revising -- Two Models of Literacy Instruction -- Explicit Strategy Instruction -- Implicit Strategy Instruction -- Potential Misapplication of General Literacy Research -- Texts in General Reading Research -- Strategies in General Reading Research -- Metacognition and Strategy Selection -- The Focus on Strategy Use -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 5: What Is History?: Establishing the Need for Historical Literacies in Historical Inquiry -- Developing an Appropriate Epistemic Stance for Working With Multiple Texts -- Historical Knowledge -- Students' Epistemic Stance -- Historians' Epistemic Stance -- Using Multiple Text Activities to Foster a Mature Epistemic Stance -- Teaching Students Explicitly About Epistemology -- Assessing Students' Epistemic Stance -- Activities for Helping Students Develop a Criterialist Epistemic Stance -- Chapter Summary -- Questions for Consideration -- Further Reading and Viewing -- References -- Chapter 6: Expanding Historical Literacies: Critically Reading Many Genres of Evidence -- Critical Intertextual Analysis With Multimodal Texts -- Defining Critical intertextual Analysis -- Critical Analysis -- Intertextual Analysis -- Analysis -- General and Historical Literacies -- Intratextual and Intertextual Reading -- Challenges of Multimodal Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Part II: Strategies, Habits of Mind, Concepts, and Texts | |
| 505 | 8 | |a Chapter 7: Using Critical Reading Strategies With Primary Sources -- Helping Students Learn With Primary Sources -- Historians' Strategies of Sourcing, Corroboration, and Contextualization -- Sourcing -- Corroboration -- Contextualization -- Teaching Historians' Strategies -- Types of Primary Sources -- Helping Students Read Primary Sources -- Code Breakers and Meaning Makers of Primary Sources -- Critiquing and Using Primary Sources -- Asking Questions and Seeking Plausible Interpretations -- Viewing Primary Sources as Evidence -- Selecting Appropriate Primary Sources -- Helping Students Create Primary Sources -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 8: Helping Students Make Inferences With Artifacts -- Helping Students Make Inferences With Artifacts -- Inference Making and Historical Thinking -- Observing and Inferring -- Background Knowledge and Inferring -- Evaluating Inferences -- Teaching With Artifacts -- Challenges in Working With Artifacts -- Supporting Students' Use of Artifacts as Evidence -- Bringing Artifacts Into the Classroom -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 9: Teaching Historical Concepts With Visual Texts -- Metaconcepts and Visual Evidence -- Metaconcepts -- Evidence -- Accounts -- Significance -- Ethical Judgment -- Time -- Change and Continuity -- Cause and Effect -- Building Historical Literacies With Visual Text -- Teaching With Visual Texts -- The Challenges of Reading Visual Texts -- Building Students' Visual Literacies -- Maps -- Political Cartoons -- Paintings and Sculptures -- Photographs -- Using Visual Texts as Evidence -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References | |
| 505 | 8 | |a Chapter 10: Seeing Others' Perspectives Through Historical Fiction -- Historical Empathy and Historical Fiction -- Historical Empathy as a Historical Literacy -- Historical Fiction -- Advantages -- Disadvantages -- Challenges -- Teaching With Historical Fiction -- Children's Books, Poetry, Graphic Novels, Song Lyrics, and Feature Films -- The Importance of Using Historical Fiction -- Students Developing Historical Empathy by Producing Historical Fiction -- Dialogue -- Perspective Recognition -- Character Development -- Setting Descriptions -- Event Depictions -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 11: Fostering Healthy Skepticism Using Textbooks and Secondary Sources -- Healthy Skepticism, Textbooks, and Secondary Sources -- Skepticism and Historians' Thoughts about Textbooks -- Students' and Teachers' Thoughts About Textbooks -- Supporting Students' Historical Thinking With Textbooks and Expository Texts -- "Informational Texts" -- Promoting Skepticism -- Valuing Open-Mindedness and Academic Humility -- Assessing More than Basic Factual Knowledge -- Exposing Students to Secondary Sources and Historiography -- Helping Students Transfer Historical Literacies to Online Reading -- Students Creating Expository Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 12: Exploring Historical Complexity With Audio and Video Texts -- Patterns in Reductionist Thinking -- Reductionist Thinking -- Common Examples of Reductionist Thinking -- Historical Labeling -- Categorization -- Stereotyping -- Stagnation -- Viewing Outcomes as Inevitable -- Dualism -- Single or Simplified Causation -- Looking for the Answer -- Group Personification -- Progress -- Disregarding the Viewpoints of Marginalized Groups | |
| 505 | 8 | |a Using Audio and Video Texts as Evidence -- Potential Audio and Video Resources -- Three Different Purposes for Showing Videos -- Videos as Expository Teaching -- Videos as Historical Fiction -- Videos as Historical Evidence -- Overcoming Challenges in Using Audio Texts -- Promoting Historical Thinking With Student-Produced Audio and Video Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 13: Building an Argument With Historical Numbers -- Argumentation and Quantitative Historical Evidence -- Argumentation and Historical Thinking -- Teaching Argumentation -- Finding Numerical Data -- Helping Students Interpret Numerical Historical Data -- Helping Students Use Numerical Data in Constructing Arguments -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 14: Finding Patterns and Overcoming Barriers in Teaching Through Inquiry -- Considering the Vignettes Together -- Stage 1: Selecting Objectives and Planning Assessments -- Content Objectives -- Literacy and Skill Objectives -- Dispositional Objectives -- Assessing Students' Mastery of Objectives -- Stage 2: Selecting Texts -- Stage 3: Determining the Support and Instruction Students Need -- Stage 4: Executing the Lesson -- Barriers to Historical Inquiry -- Practical Suggestions for Getting Started -- Start Small -- Use What's "Out There" -- Build Structure and Accountability Into Literacy Lessons -- Worry Less About Coverage -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Index | |
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| contents | Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- Foreword -- Author the Author -- Acknowledgments -- Part I: Exploring the Critical Literacies used in Historical Inquiry -- Chapter 1: Why Teach Historical Literacies: Evaluating the Source and Context of This Book -- Historical Literacies in My Classroom -- Historical Literacies in the Research -- The Importance of Critical Reading in the 21st Century -- An Overview of the Book -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 2: Building Historical Literacies: A New Purpose for History Teaching -- Research on Traditional History Instruction -- Traditional Methods -- Traditional Materials -- Results of Traditional Instruction -- Redefining History Instruction -- Making the Case for Historical Literacy Instruction -- Defining Historical Literacies -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 3: Defining Historical Literacies: What and How Do Historians Read and Write? -- Historical Literacies -- Defining the Concept of Historical Literacy -- Historians as Models of Historical Literacies -- Which Texts Are Essential to Historiansis' Inquiries? -- Which Literacy Skills Do Historians Employ? -- Which Habits of Mind Characterize Historians' Work? -- The Need for Secondary Students to Receive Historical Literacy Instruction -- Chapter Summary -- Questions for Consideration -- Additional Reading and Resources -- References -- Chapter 4: Teaching Historical Literacies: Supporting Students as Active Readers and Writers -- General Literacy Strategies and Historical Literacies -- Close Reading -- Metacognition -- Vocabulary and Literacy -- Before-, During-, and After-Reading Strategies A Framework for Understanding Literate Processes and Historical Literacies -- Code Breaker -- Meaning Maker -- Text User -- Text Critic -- The Four Resources Model in Developing Students' Historical Literacies -- A Framework for Understanding the Writing Processes -- Planning -- Composing -- Revising -- Two Models of Literacy Instruction -- Explicit Strategy Instruction -- Implicit Strategy Instruction -- Potential Misapplication of General Literacy Research -- Texts in General Reading Research -- Strategies in General Reading Research -- Metacognition and Strategy Selection -- The Focus on Strategy Use -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 5: What Is History?: Establishing the Need for Historical Literacies in Historical Inquiry -- Developing an Appropriate Epistemic Stance for Working With Multiple Texts -- Historical Knowledge -- Students' Epistemic Stance -- Historians' Epistemic Stance -- Using Multiple Text Activities to Foster a Mature Epistemic Stance -- Teaching Students Explicitly About Epistemology -- Assessing Students' Epistemic Stance -- Activities for Helping Students Develop a Criterialist Epistemic Stance -- Chapter Summary -- Questions for Consideration -- Further Reading and Viewing -- References -- Chapter 6: Expanding Historical Literacies: Critically Reading Many Genres of Evidence -- Critical Intertextual Analysis With Multimodal Texts -- Defining Critical intertextual Analysis -- Critical Analysis -- Intertextual Analysis -- Analysis -- General and Historical Literacies -- Intratextual and Intertextual Reading -- Challenges of Multimodal Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Part II: Strategies, Habits of Mind, Concepts, and Texts Chapter 7: Using Critical Reading Strategies With Primary Sources -- Helping Students Learn With Primary Sources -- Historians' Strategies of Sourcing, Corroboration, and Contextualization -- Sourcing -- Corroboration -- Contextualization -- Teaching Historians' Strategies -- Types of Primary Sources -- Helping Students Read Primary Sources -- Code Breakers and Meaning Makers of Primary Sources -- Critiquing and Using Primary Sources -- Asking Questions and Seeking Plausible Interpretations -- Viewing Primary Sources as Evidence -- Selecting Appropriate Primary Sources -- Helping Students Create Primary Sources -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 8: Helping Students Make Inferences With Artifacts -- Helping Students Make Inferences With Artifacts -- Inference Making and Historical Thinking -- Observing and Inferring -- Background Knowledge and Inferring -- Evaluating Inferences -- Teaching With Artifacts -- Challenges in Working With Artifacts -- Supporting Students' Use of Artifacts as Evidence -- Bringing Artifacts Into the Classroom -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 9: Teaching Historical Concepts With Visual Texts -- Metaconcepts and Visual Evidence -- Metaconcepts -- Evidence -- Accounts -- Significance -- Ethical Judgment -- Time -- Change and Continuity -- Cause and Effect -- Building Historical Literacies With Visual Text -- Teaching With Visual Texts -- The Challenges of Reading Visual Texts -- Building Students' Visual Literacies -- Maps -- Political Cartoons -- Paintings and Sculptures -- Photographs -- Using Visual Texts as Evidence -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References Chapter 10: Seeing Others' Perspectives Through Historical Fiction -- Historical Empathy and Historical Fiction -- Historical Empathy as a Historical Literacy -- Historical Fiction -- Advantages -- Disadvantages -- Challenges -- Teaching With Historical Fiction -- Children's Books, Poetry, Graphic Novels, Song Lyrics, and Feature Films -- The Importance of Using Historical Fiction -- Students Developing Historical Empathy by Producing Historical Fiction -- Dialogue -- Perspective Recognition -- Character Development -- Setting Descriptions -- Event Depictions -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 11: Fostering Healthy Skepticism Using Textbooks and Secondary Sources -- Healthy Skepticism, Textbooks, and Secondary Sources -- Skepticism and Historians' Thoughts about Textbooks -- Students' and Teachers' Thoughts About Textbooks -- Supporting Students' Historical Thinking With Textbooks and Expository Texts -- "Informational Texts" -- Promoting Skepticism -- Valuing Open-Mindedness and Academic Humility -- Assessing More than Basic Factual Knowledge -- Exposing Students to Secondary Sources and Historiography -- Helping Students Transfer Historical Literacies to Online Reading -- Students Creating Expository Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 12: Exploring Historical Complexity With Audio and Video Texts -- Patterns in Reductionist Thinking -- Reductionist Thinking -- Common Examples of Reductionist Thinking -- Historical Labeling -- Categorization -- Stereotyping -- Stagnation -- Viewing Outcomes as Inevitable -- Dualism -- Single or Simplified Causation -- Looking for the Answer -- Group Personification -- Progress -- Disregarding the Viewpoints of Marginalized Groups Using Audio and Video Texts as Evidence -- Potential Audio and Video Resources -- Three Different Purposes for Showing Videos -- Videos as Expository Teaching -- Videos as Historical Fiction -- Videos as Historical Evidence -- Overcoming Challenges in Using Audio Texts -- Promoting Historical Thinking With Student-Produced Audio and Video Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 13: Building an Argument With Historical Numbers -- Argumentation and Quantitative Historical Evidence -- Argumentation and Historical Thinking -- Teaching Argumentation -- Finding Numerical Data -- Helping Students Interpret Numerical Historical Data -- Helping Students Use Numerical Data in Constructing Arguments -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 14: Finding Patterns and Overcoming Barriers in Teaching Through Inquiry -- Considering the Vignettes Together -- Stage 1: Selecting Objectives and Planning Assessments -- Content Objectives -- Literacy and Skill Objectives -- Dispositional Objectives -- Assessing Students' Mastery of Objectives -- Stage 2: Selecting Texts -- Stage 3: Determining the Support and Instruction Students Need -- Stage 4: Executing the Lesson -- Barriers to Historical Inquiry -- Practical Suggestions for Getting Started -- Start Small -- Use What's "Out There" -- Build Structure and Accountability Into Literacy Lessons -- Worry Less About Coverage -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Index |
| ctrlnum | (ZDB-1-PQH)EBC6891335 (ZDB-30-PAD)EBC6891335 (ZDB-89-EBL)EBL6891335 (OCoLC)1299383580 (DE-599)BVBBV048935321 |
| discipline | Geschichte |
| edition | 2nd ed |
| format | Electronic eBook |
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| id | DE-604.BV048935321 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T21:58:08Z |
| indexdate | 2024-07-20T04:08:28Z |
| institution | BVB |
| isbn | 9781000542981 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034199191 |
| oclc_num | 1299383580 |
| open_access_boolean | |
| owner | DE-12 DE-12 |
| owner_facet | DE-12 DE-12 |
| physical | 1 Online-Ressource (323 Seiten) |
| psigel | ZDB-1-PQH ZDB-30-PQE ZDB-30-PQE BSB_PDA_PQEHIST_Kauf ZDB-1-PQH BSB_PDA_PQH |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Taylor & Francis Group |
| record_format | marc |
| spelling | Nokes, Jeffery D. Verfasser (DE-588)1031521690 aut Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence 2nd ed Milton Taylor & Francis Group 2022 ©2022 1 Online-Ressource (323 Seiten) txt rdacontent c rdamedia cr rdacarrier Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- Foreword -- Author the Author -- Acknowledgments -- Part I: Exploring the Critical Literacies used in Historical Inquiry -- Chapter 1: Why Teach Historical Literacies: Evaluating the Source and Context of This Book -- Historical Literacies in My Classroom -- Historical Literacies in the Research -- The Importance of Critical Reading in the 21st Century -- An Overview of the Book -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 2: Building Historical Literacies: A New Purpose for History Teaching -- Research on Traditional History Instruction -- Traditional Methods -- Traditional Materials -- Results of Traditional Instruction -- Redefining History Instruction -- Making the Case for Historical Literacy Instruction -- Defining Historical Literacies -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 3: Defining Historical Literacies: What and How Do Historians Read and Write? -- Historical Literacies -- Defining the Concept of Historical Literacy -- Historians as Models of Historical Literacies -- Which Texts Are Essential to Historiansis' Inquiries? -- Which Literacy Skills Do Historians Employ? -- Which Habits of Mind Characterize Historians' Work? -- The Need for Secondary Students to Receive Historical Literacy Instruction -- Chapter Summary -- Questions for Consideration -- Additional Reading and Resources -- References -- Chapter 4: Teaching Historical Literacies: Supporting Students as Active Readers and Writers -- General Literacy Strategies and Historical Literacies -- Close Reading -- Metacognition -- Vocabulary and Literacy -- Before-, During-, and After-Reading Strategies A Framework for Understanding Literate Processes and Historical Literacies -- Code Breaker -- Meaning Maker -- Text User -- Text Critic -- The Four Resources Model in Developing Students' Historical Literacies -- A Framework for Understanding the Writing Processes -- Planning -- Composing -- Revising -- Two Models of Literacy Instruction -- Explicit Strategy Instruction -- Implicit Strategy Instruction -- Potential Misapplication of General Literacy Research -- Texts in General Reading Research -- Strategies in General Reading Research -- Metacognition and Strategy Selection -- The Focus on Strategy Use -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 5: What Is History?: Establishing the Need for Historical Literacies in Historical Inquiry -- Developing an Appropriate Epistemic Stance for Working With Multiple Texts -- Historical Knowledge -- Students' Epistemic Stance -- Historians' Epistemic Stance -- Using Multiple Text Activities to Foster a Mature Epistemic Stance -- Teaching Students Explicitly About Epistemology -- Assessing Students' Epistemic Stance -- Activities for Helping Students Develop a Criterialist Epistemic Stance -- Chapter Summary -- Questions for Consideration -- Further Reading and Viewing -- References -- Chapter 6: Expanding Historical Literacies: Critically Reading Many Genres of Evidence -- Critical Intertextual Analysis With Multimodal Texts -- Defining Critical intertextual Analysis -- Critical Analysis -- Intertextual Analysis -- Analysis -- General and Historical Literacies -- Intratextual and Intertextual Reading -- Challenges of Multimodal Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Part II: Strategies, Habits of Mind, Concepts, and Texts Chapter 7: Using Critical Reading Strategies With Primary Sources -- Helping Students Learn With Primary Sources -- Historians' Strategies of Sourcing, Corroboration, and Contextualization -- Sourcing -- Corroboration -- Contextualization -- Teaching Historians' Strategies -- Types of Primary Sources -- Helping Students Read Primary Sources -- Code Breakers and Meaning Makers of Primary Sources -- Critiquing and Using Primary Sources -- Asking Questions and Seeking Plausible Interpretations -- Viewing Primary Sources as Evidence -- Selecting Appropriate Primary Sources -- Helping Students Create Primary Sources -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 8: Helping Students Make Inferences With Artifacts -- Helping Students Make Inferences With Artifacts -- Inference Making and Historical Thinking -- Observing and Inferring -- Background Knowledge and Inferring -- Evaluating Inferences -- Teaching With Artifacts -- Challenges in Working With Artifacts -- Supporting Students' Use of Artifacts as Evidence -- Bringing Artifacts Into the Classroom -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 9: Teaching Historical Concepts With Visual Texts -- Metaconcepts and Visual Evidence -- Metaconcepts -- Evidence -- Accounts -- Significance -- Ethical Judgment -- Time -- Change and Continuity -- Cause and Effect -- Building Historical Literacies With Visual Text -- Teaching With Visual Texts -- The Challenges of Reading Visual Texts -- Building Students' Visual Literacies -- Maps -- Political Cartoons -- Paintings and Sculptures -- Photographs -- Using Visual Texts as Evidence -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References Chapter 10: Seeing Others' Perspectives Through Historical Fiction -- Historical Empathy and Historical Fiction -- Historical Empathy as a Historical Literacy -- Historical Fiction -- Advantages -- Disadvantages -- Challenges -- Teaching With Historical Fiction -- Children's Books, Poetry, Graphic Novels, Song Lyrics, and Feature Films -- The Importance of Using Historical Fiction -- Students Developing Historical Empathy by Producing Historical Fiction -- Dialogue -- Perspective Recognition -- Character Development -- Setting Descriptions -- Event Depictions -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 11: Fostering Healthy Skepticism Using Textbooks and Secondary Sources -- Healthy Skepticism, Textbooks, and Secondary Sources -- Skepticism and Historians' Thoughts about Textbooks -- Students' and Teachers' Thoughts About Textbooks -- Supporting Students' Historical Thinking With Textbooks and Expository Texts -- "Informational Texts" -- Promoting Skepticism -- Valuing Open-Mindedness and Academic Humility -- Assessing More than Basic Factual Knowledge -- Exposing Students to Secondary Sources and Historiography -- Helping Students Transfer Historical Literacies to Online Reading -- Students Creating Expository Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 12: Exploring Historical Complexity With Audio and Video Texts -- Patterns in Reductionist Thinking -- Reductionist Thinking -- Common Examples of Reductionist Thinking -- Historical Labeling -- Categorization -- Stereotyping -- Stagnation -- Viewing Outcomes as Inevitable -- Dualism -- Single or Simplified Causation -- Looking for the Answer -- Group Personification -- Progress -- Disregarding the Viewpoints of Marginalized Groups Using Audio and Video Texts as Evidence -- Potential Audio and Video Resources -- Three Different Purposes for Showing Videos -- Videos as Expository Teaching -- Videos as Historical Fiction -- Videos as Historical Evidence -- Overcoming Challenges in Using Audio Texts -- Promoting Historical Thinking With Student-Produced Audio and Video Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 13: Building an Argument With Historical Numbers -- Argumentation and Quantitative Historical Evidence -- Argumentation and Historical Thinking -- Teaching Argumentation -- Finding Numerical Data -- Helping Students Interpret Numerical Historical Data -- Helping Students Use Numerical Data in Constructing Arguments -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 14: Finding Patterns and Overcoming Barriers in Teaching Through Inquiry -- Considering the Vignettes Together -- Stage 1: Selecting Objectives and Planning Assessments -- Content Objectives -- Literacy and Skill Objectives -- Dispositional Objectives -- Assessing Students' Mastery of Objectives -- Stage 2: Selecting Texts -- Stage 3: Determining the Support and Instruction Students Need -- Stage 4: Executing the Lesson -- Barriers to Historical Inquiry -- Practical Suggestions for Getting Started -- Start Small -- Use What's "Out There" -- Build Structure and Accountability Into Literacy Lessons -- Worry Less About Coverage -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Index History-Study and teaching Language arts Quellenkritik (DE-588)4128542-6 gnd rswk-swf Geschichtsunterricht (DE-588)4020533-2 gnd rswk-swf Electronic books Quellenkritik (DE-588)4128542-6 s Geschichtsunterricht (DE-588)4020533-2 s DE-604 Erscheint auch als Druck-Ausgabe Nokes, Jeffery D. Building Students' Historical Literacies Milton : Taylor & Francis Group,c2022 9781032024721 |
| spellingShingle | Nokes, Jeffery D. Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- Foreword -- Author the Author -- Acknowledgments -- Part I: Exploring the Critical Literacies used in Historical Inquiry -- Chapter 1: Why Teach Historical Literacies: Evaluating the Source and Context of This Book -- Historical Literacies in My Classroom -- Historical Literacies in the Research -- The Importance of Critical Reading in the 21st Century -- An Overview of the Book -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 2: Building Historical Literacies: A New Purpose for History Teaching -- Research on Traditional History Instruction -- Traditional Methods -- Traditional Materials -- Results of Traditional Instruction -- Redefining History Instruction -- Making the Case for Historical Literacy Instruction -- Defining Historical Literacies -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 3: Defining Historical Literacies: What and How Do Historians Read and Write? -- Historical Literacies -- Defining the Concept of Historical Literacy -- Historians as Models of Historical Literacies -- Which Texts Are Essential to Historiansis' Inquiries? -- Which Literacy Skills Do Historians Employ? -- Which Habits of Mind Characterize Historians' Work? -- The Need for Secondary Students to Receive Historical Literacy Instruction -- Chapter Summary -- Questions for Consideration -- Additional Reading and Resources -- References -- Chapter 4: Teaching Historical Literacies: Supporting Students as Active Readers and Writers -- General Literacy Strategies and Historical Literacies -- Close Reading -- Metacognition -- Vocabulary and Literacy -- Before-, During-, and After-Reading Strategies A Framework for Understanding Literate Processes and Historical Literacies -- Code Breaker -- Meaning Maker -- Text User -- Text Critic -- The Four Resources Model in Developing Students' Historical Literacies -- A Framework for Understanding the Writing Processes -- Planning -- Composing -- Revising -- Two Models of Literacy Instruction -- Explicit Strategy Instruction -- Implicit Strategy Instruction -- Potential Misapplication of General Literacy Research -- Texts in General Reading Research -- Strategies in General Reading Research -- Metacognition and Strategy Selection -- The Focus on Strategy Use -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 5: What Is History?: Establishing the Need for Historical Literacies in Historical Inquiry -- Developing an Appropriate Epistemic Stance for Working With Multiple Texts -- Historical Knowledge -- Students' Epistemic Stance -- Historians' Epistemic Stance -- Using Multiple Text Activities to Foster a Mature Epistemic Stance -- Teaching Students Explicitly About Epistemology -- Assessing Students' Epistemic Stance -- Activities for Helping Students Develop a Criterialist Epistemic Stance -- Chapter Summary -- Questions for Consideration -- Further Reading and Viewing -- References -- Chapter 6: Expanding Historical Literacies: Critically Reading Many Genres of Evidence -- Critical Intertextual Analysis With Multimodal Texts -- Defining Critical intertextual Analysis -- Critical Analysis -- Intertextual Analysis -- Analysis -- General and Historical Literacies -- Intratextual and Intertextual Reading -- Challenges of Multimodal Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Part II: Strategies, Habits of Mind, Concepts, and Texts Chapter 7: Using Critical Reading Strategies With Primary Sources -- Helping Students Learn With Primary Sources -- Historians' Strategies of Sourcing, Corroboration, and Contextualization -- Sourcing -- Corroboration -- Contextualization -- Teaching Historians' Strategies -- Types of Primary Sources -- Helping Students Read Primary Sources -- Code Breakers and Meaning Makers of Primary Sources -- Critiquing and Using Primary Sources -- Asking Questions and Seeking Plausible Interpretations -- Viewing Primary Sources as Evidence -- Selecting Appropriate Primary Sources -- Helping Students Create Primary Sources -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 8: Helping Students Make Inferences With Artifacts -- Helping Students Make Inferences With Artifacts -- Inference Making and Historical Thinking -- Observing and Inferring -- Background Knowledge and Inferring -- Evaluating Inferences -- Teaching With Artifacts -- Challenges in Working With Artifacts -- Supporting Students' Use of Artifacts as Evidence -- Bringing Artifacts Into the Classroom -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 9: Teaching Historical Concepts With Visual Texts -- Metaconcepts and Visual Evidence -- Metaconcepts -- Evidence -- Accounts -- Significance -- Ethical Judgment -- Time -- Change and Continuity -- Cause and Effect -- Building Historical Literacies With Visual Text -- Teaching With Visual Texts -- The Challenges of Reading Visual Texts -- Building Students' Visual Literacies -- Maps -- Political Cartoons -- Paintings and Sculptures -- Photographs -- Using Visual Texts as Evidence -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References Chapter 10: Seeing Others' Perspectives Through Historical Fiction -- Historical Empathy and Historical Fiction -- Historical Empathy as a Historical Literacy -- Historical Fiction -- Advantages -- Disadvantages -- Challenges -- Teaching With Historical Fiction -- Children's Books, Poetry, Graphic Novels, Song Lyrics, and Feature Films -- The Importance of Using Historical Fiction -- Students Developing Historical Empathy by Producing Historical Fiction -- Dialogue -- Perspective Recognition -- Character Development -- Setting Descriptions -- Event Depictions -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 11: Fostering Healthy Skepticism Using Textbooks and Secondary Sources -- Healthy Skepticism, Textbooks, and Secondary Sources -- Skepticism and Historians' Thoughts about Textbooks -- Students' and Teachers' Thoughts About Textbooks -- Supporting Students' Historical Thinking With Textbooks and Expository Texts -- "Informational Texts" -- Promoting Skepticism -- Valuing Open-Mindedness and Academic Humility -- Assessing More than Basic Factual Knowledge -- Exposing Students to Secondary Sources and Historiography -- Helping Students Transfer Historical Literacies to Online Reading -- Students Creating Expository Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 12: Exploring Historical Complexity With Audio and Video Texts -- Patterns in Reductionist Thinking -- Reductionist Thinking -- Common Examples of Reductionist Thinking -- Historical Labeling -- Categorization -- Stereotyping -- Stagnation -- Viewing Outcomes as Inevitable -- Dualism -- Single or Simplified Causation -- Looking for the Answer -- Group Personification -- Progress -- Disregarding the Viewpoints of Marginalized Groups Using Audio and Video Texts as Evidence -- Potential Audio and Video Resources -- Three Different Purposes for Showing Videos -- Videos as Expository Teaching -- Videos as Historical Fiction -- Videos as Historical Evidence -- Overcoming Challenges in Using Audio Texts -- Promoting Historical Thinking With Student-Produced Audio and Video Texts -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 13: Building an Argument With Historical Numbers -- Argumentation and Quantitative Historical Evidence -- Argumentation and Historical Thinking -- Teaching Argumentation -- Finding Numerical Data -- Helping Students Interpret Numerical Historical Data -- Helping Students Use Numerical Data in Constructing Arguments -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Chapter 14: Finding Patterns and Overcoming Barriers in Teaching Through Inquiry -- Considering the Vignettes Together -- Stage 1: Selecting Objectives and Planning Assessments -- Content Objectives -- Literacy and Skill Objectives -- Dispositional Objectives -- Assessing Students' Mastery of Objectives -- Stage 2: Selecting Texts -- Stage 3: Determining the Support and Instruction Students Need -- Stage 4: Executing the Lesson -- Barriers to Historical Inquiry -- Practical Suggestions for Getting Started -- Start Small -- Use What's "Out There" -- Build Structure and Accountability Into Literacy Lessons -- Worry Less About Coverage -- Chapter Summary -- Questions for Consideration -- Additional Reading and Viewing -- References -- Index History-Study and teaching Language arts Quellenkritik (DE-588)4128542-6 gnd Geschichtsunterricht (DE-588)4020533-2 gnd |
| subject_GND | (DE-588)4128542-6 (DE-588)4020533-2 |
| title | Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence |
| title_auth | Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence |
| title_exact_search | Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence |
| title_exact_search_txtP | Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence |
| title_full | Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence |
| title_fullStr | Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence |
| title_full_unstemmed | Building Students' Historical Literacies Learning to Read and Reason with Historical Texts and Evidence |
| title_short | Building Students' Historical Literacies |
| title_sort | building students historical literacies learning to read and reason with historical texts and evidence |
| title_sub | Learning to Read and Reason with Historical Texts and Evidence |
| topic | History-Study and teaching Language arts Quellenkritik (DE-588)4128542-6 gnd Geschichtsunterricht (DE-588)4020533-2 gnd |
| topic_facet | History-Study and teaching Language arts Quellenkritik Geschichtsunterricht |
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