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Author: Andrea R. Plasko Publisher: ISBN: Category : Historiography Languages : en Pages : 192
Book Description
This doctoral study reflected the need for research in the field of history education specific to how students with various learning abilities understand the past when they use historical evidence. By using developmental theory as a lens to understand this process, this qualitative action research study answered the following question: How do ninth grade students who have been placed in a College Prep World History class explain how they understand the past through the use of historical evidence? This study took place in one, ninth grade College Prep World History classroom at a suburban high school located west of Boston and involved nine student participants, eight girls and one boy. These participants were enrolled in the ninth grade College Prep World History course, a course specifically designed for students who need more content and skill support than they would receive in other ninth grade World History classes. Since the action research nature of this study allowed for both researcher and student reflection and collaboration, the data was collected in a comfortable and familiar environment. The data collected was provided through student interviews, assessments, and classroom observations following student participation in activities that required the use of historical evidence. While much of the data collected confirmed and complemented the current literature on developmental theory, student understanding of the past, and the use of student voice, data analysis also complicated some of the existing ideas in the literature and offered new insights, specific to how students, who need more content and skill support, understand the past when they use historical evidence. Therefore, the findings revealed how various instructional strategies, activity formats and requirements, student interaction with varied and multiple sources, and student historical thinking skills both positively and negatively impacted student understanding of the past. Participants' explanations provided insights into how these activities hindered or helped their ability to make meaning of the past.
Author: Andrea R. Plasko Publisher: ISBN: Category : Historiography Languages : en Pages : 192
Book Description
This doctoral study reflected the need for research in the field of history education specific to how students with various learning abilities understand the past when they use historical evidence. By using developmental theory as a lens to understand this process, this qualitative action research study answered the following question: How do ninth grade students who have been placed in a College Prep World History class explain how they understand the past through the use of historical evidence? This study took place in one, ninth grade College Prep World History classroom at a suburban high school located west of Boston and involved nine student participants, eight girls and one boy. These participants were enrolled in the ninth grade College Prep World History course, a course specifically designed for students who need more content and skill support than they would receive in other ninth grade World History classes. Since the action research nature of this study allowed for both researcher and student reflection and collaboration, the data was collected in a comfortable and familiar environment. The data collected was provided through student interviews, assessments, and classroom observations following student participation in activities that required the use of historical evidence. While much of the data collected confirmed and complemented the current literature on developmental theory, student understanding of the past, and the use of student voice, data analysis also complicated some of the existing ideas in the literature and offered new insights, specific to how students, who need more content and skill support, understand the past when they use historical evidence. Therefore, the findings revealed how various instructional strategies, activity formats and requirements, student interaction with varied and multiple sources, and student historical thinking skills both positively and negatively impacted student understanding of the past. Participants' explanations provided insights into how these activities hindered or helped their ability to make meaning of the past.
Author: Jody Passanisi Publisher: Routledge ISBN: 131726682X Category : Education Languages : en Pages : 167
Book Description
Learn new approaches to teaching history in middle school so students are more engaged in the big ideas and eager to examine the world around them. Co-published by Routledge and MiddleWeb, this practical guide will help you consider the unique needs of middle schoolers, who are in the midst of many social and emotional changes and need to see why the study of history matters to their own lives. Author Jody Passanisi shares helpful strategies and activities to make your social studies class a place where students can relate to the material, connect past history to present events, collaborate with others, think critically about important issues, and take ownership of their learning. Topics include: Reading and analyzing primary and secondary sources for deeper comprehension of historical issues Developing a written argument and defending it with supporting details and cited sources Examining the social context of a historical event and tracing the historical underpinnings of present day issues Using field trips, games, and Project Based Learning to make learning history a fun and interactive experience Assessing your students’ progress using self-reflection, projects, essays, and presentations The appendices offer resources for each of the topics covered in the book as well as reproducible Blackline Masters of the charts and diagrams, which can be photocopied or downloaded from our website (http://www.routledge.com/products/9781138639713) for classroom use.
Author: Sterling Test Prep Publisher: Sterling Test Prep ISBN: 9781947556379 Category : Study Aids Languages : en Pages : 522
Book Description
Recommended by teachers. Trusted by students. Higher score money back guarantee! AP World History review book bestseller! This AP World History review book provides a thorough and curriculum-oriented review of all periods and Key Concepts per the College Board's most recent AP World History course outline. The content is organized into six historical periods and is centered around all Key Concepts tested on the AP World History exam: ∙ Period 1 (to c. 600 B.C.E.): Technological and environmental transformations ∙ Period 2 (c. 600 B.C.E.-c. 600 C.E.): Organization and reorganization of human societies ∙ Period 3 (c. 600 C.E.-c. 1450): Regional and interregional interactions ∙ Period 4 (c. 1450-c. 1750): Global interactions ∙ Period 5 (c. 1750-c. 1900): Industrialization and global integration ∙ Period 6 (c. 1900-Present): Accelerating global change and realignments The information is presented in a clear and easy to understand style to provide students with targeted AP World History crash course. You can focus on one historical period or one Key Concept at a time to fully comprehend and internalize important historical relationships. This book can be used both as accompanying AP World History textbook during your class and as a review guide before the exam. By using it as your study tool you will develop the necessary skills and will be well prepared for the AP World History course and exam. The content is developed and edited by highly qualified history teachers, scholars and education specialists with an emphasis on the curriculum and skills outlined by the College Board for the AP World History course. It was examined for quality and consistency by our team of editors who are experts on teaching and preparing students for standardized tests.
Author: Alan S. Marcus Publisher: Taylor & Francis ISBN: 1351137697 Category : Education Languages : en Pages : 262
Book Description
Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach history. The second edition is completely revised and updated including: two entirely new case studies; a new chapter focusing on using international film and incorporating a more global view in the classroom; and additional material on using film to tackle difficult and controversial issues; as well as updates to all of the cases. Each section of the book focuses on how teachers can effectively support the development of students’ historical film literacy through topics such as using film to develop interpretive skills, to explore controversial issues, and to develop historical empathy. By developing the skills students need to think critically about the past or what they think they know about history, the lessons in this book illustrate how to harness the pedagogical power of film to provide the tools necessary for rigorous inquiry and democratic citizenship. Special features include: "Reflection on the Case," following each chapter, analyzing and discussing the strengths and limitations of the teacher’s approach as well as providing strategies for using and choosing films specific to the educational outcome Sample unit outlines, descriptions of class texts and films, worksheets, essay questions, viewer guides, and exercises for the classroom throughout Discussion of the practical considerations facing classroom teachers, including juggling time restraints, issues of parental permission, and meeting standards
Author: Donald Yacovone Publisher: Vintage ISBN: 0593316649 Category : Education Languages : en Pages : 465
Book Description
A powerful exploration of the past and present arc of America’s white supremacy—from the country’s inception and Revolutionary years to its 19th century flashpoint of civil war; to the Civil Rights movement of the 1960s and today’s Black Lives Matter. “The most profoundly original cultural history in recent memory.” —Henry Louis Gates, Jr., Harvard University “Stunning, timely . . . an achievement in writing public history . . . Teaching White Supremacy should be read widely in our roiling debate over how to teach about race and slavery in classrooms." —David W. Blight, Sterling Professor of American History, Yale University; author of the Pulitzer Prize–winning Frederick Douglass: Prophet of Freedom Donald Yacovone shows us the clear and damning evidence of white supremacy’s deep-seated roots in our nation’s educational system through a fascinating, in-depth examination of America’s wide assortment of texts, from primary readers to college textbooks, from popular histories to the most influential academic scholarship. Sifting through a wealth of materials from the colonial era to today, Yacovone reveals the systematic ways in which this ideology has infiltrated all aspects of American culture and how it has been at the heart of our collective national identity. Yacovone lays out the arc of America’s white supremacy from the country’s inception and Revolutionary War years to its nineteenth-century flashpoint of civil war to the civil rights movement of the 1960s and today’s Black Lives Matter. In a stunning reappraisal, the author argues that it is the North, not the South, that bears the greater responsibility for creating the dominant strain of race theory, which has been inculcated throughout the culture and in school textbooks that restricted and repressed African Americans and other minorities, even as Northerners blamed the South for its legacy of slavery, segregation, and racial injustice. A major assessment of how we got to where we are today, of how white supremacy has suffused every area of American learning, from literature and science to religion, medicine, and law, and why this kind of thinking has so insidiously endured for more than three centuries.
Author: Trevor Getz Publisher: ISBN: 9780197547557 Category : Languages : en Pages :
Book Description
What proficiencies should history majors possess when they graduate? What threshold skills should a student bring to the history major? What competencies does a lower-division history course provide as part of a liberal education or a general education program? How can these capabilities and aptitudes be taught in the short class time, constrained circumstances, and diverse classrooms of today's universities? These are questions that matter deeply to history instructors seeking strategies that embrace the teaching of historical competencies for student success and lifelong achievement and at the same time produce a durable understanding of the lessons and themes that can only come from an appreciation of the past. Over the past decade, Trevor Getz has made the argument that content can be interwoven with skills in carefully designed modules that are delivered to students by in an affordable and engaging, active-learning environment. The result is Uncovering World History, a series of digital modules designed to make History meaningful and memorable for students by teaching them the skills to "Do History."
Author: Sterling Prep Publisher: Createspace Independent Publishing Platform ISBN: 9781519337290 Category : Languages : en Pages : 50
Book Description
This book provides a thorough and curriculum-oriented review of all periods and Key Concepts per the College Board's most recent World History course outline. The content is organized into six historical periods and is centered around all Key Concepts tested on the AP World History exam. .The information is presented in a clear and easy to understand style. You can focus on one historical period or one Key Concept at a time to fully comprehend and internalize important historical relationships. . Scoring well on AP exams is important for admission to college. To achieve a high score on AP World History exam, you need to develop historical thinking skills to properly analyze historical evidence and quickly respond to the exam's questions. You must learn to apply chronological reasoning, draw comparisons and contextualization and craft arguments from historical evidence. .This book can be used both as the text during your World History AP course and as review guide before the exam. By using it as your study tool you will develop the necessary skills and will be well prepared for the AP World History course and exam.
Author: Sarah Cooper Publisher: Stenhouse Publishers ISBN: 1571107657 Category : Education Languages : en Pages : 218
Book Description
Shows how to use thematic instruction to link skills to content knowledge and incorporates strategies for making history personal and relevant to students' lives. Activites include role playing, debate, and service learning. Grades 5-9.
Author: Jay P. Harmon Publisher: Research & Education Assoc. ISBN: 0738612618 Category : History Languages : en Pages : 202
Book Description
For the NEW 2020 Exam AP(R) World History: Modern Crash Course(R) A Higher Score in Less Time At REA, we invented the quick-review study guide for AP(R) exams. A decade later, REA's Crash Course(R) remains the top choice for AP(R) students who want to make the most of their study time and earn a high score. Here's why more AP(R) teachers and students turn to REA's AP(R) World History: Modern Crash Course(R) Targeted, Focused Review - Study Only What You Need to Know REA's new 3rd edition addresses all the latest test revisions taking effect through 2020. Our Crash Course(R) is based on an in-depth analysis of the revised AP(R) World History: Modern course description outline and sample AP(R) test questions. We cover only the information tested on the exam, so you can make the most of your valuable study time. Expert Test-taking Strategies and Advice Written by Jay Harmon, a seasoned AP(R) World History teacher and former member of the College Board's AP(R) World History Test Development Committee, the book gives you the topics and critical context that will matter most on exam day. Crash Course(R) relies on the author's extensive, strategic analysis of the test's structure and content. The author presents detailed, question-level strategies for answering all AP(R) World History question types. By following his advice, you can boost your score in every section of the test. Practice questions - a mini-test in the book, a full-length exam online. Are you ready for your exam? Try our focused practice set inside the book. Then go online to take our full-length practice exam.You'll get the benefits of timed testing, detailed answers, and automatic scoring that pinpoints your performance based on the official AP(R) exam topics - so you'll be confident on test day. Whether you're cramming for the exam or looking to recap and reinforce your teacher's lessons, Crash Course(R) is the study guide every AP(R) student needs. About the Author: Jay P. Harmon earned his B.S. and M.Ed. from Louisiana State University, Baton Rouge, Louisiana. He began his teaching career in 1982 and has taught in public and private schools in Louisiana and Texas. Mr. Harmon has taught AP(R) European History, AP(R) United States History, and AP(R) World History. He was an exam essay reader in AP(R) European History and AP(R) United States History and has been a table leader and question leader in AP(R) World History since the exam was first administered in 2002. He served on the AP(R) World History Test Development Committee from 2003 to 2008. His AP(R) European History and AP(R) World History websites (www.harmonhistory.com) have been go-to resources for students and teachers for more than a decade. Since 1998, Mr. Harmon has served as a consultant to the College Board(R), holding workshops and summer institutes in the United States and abroad. He has also contributed to the development of several history textbooks.
Author: Andrea R. Plasko
Author: Andrea R. Plasko
Author: Jody Passanisi
Author: Sterling Test Prep
Author: Alan S. Marcus
Author: Heidi Roupp
Author: Donald Yacovone
Author: Trevor Getz
Author: Sterling Prep
Author: Sarah Cooper
Author: Jay P. Harmon