作者:
Sam Wineburg
/
Daisy Martin
/
Chauncey Monte-Sano 出版社: Teachers College Press 副标题: Teaching Literacy in Middle and High School History Classrooms 出版年: 2011-6-10 页数: 192 定价: USD 28.95 装帧: Paperback ISBN: 9780807752135
Reaching beyond textbooks, this is a guide to teaching ''historical reading'' with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, Reading Like a Historian, in your classroom to increase academic literacy and spark students' curiosity. Each chapter begins with an introductory essay that sets t...
Reaching beyond textbooks, this is a guide to teaching ''historical reading'' with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, Reading Like a Historian, in your classroom to increase academic literacy and spark students' curiosity. Each chapter begins with an introductory essay that sets the stage of a key moment in American history--beginning with exploration and colonization and the events at Jamestown and ending with the Cuban Missile Crisis. Following each essay are all the materials you'll need to teach this topic--primary documents, charts, graphic organizers, visual images, and political cartoons--as well as suggestions for where to find additional resources on the Internet and guidance for assessing students' understanding of core historical ideas. Reading Like a Historian will help you use your textbook creatively and give you ideas for how historical instruction can enhance students' skills in reading comprehension. Get started today and watch the excitement unfold in your classroom!
Sam Wineburg, Margaret Jacks Professor of Education and Professor of History (by courtesy), Stanford University; Daisy Martin, co-director, National History Education Clearinghouse, George Mason University; and Chauncey Monte-Sano, assistant professor of history and social studies education, University of Maryland.
目录
· · · · · ·
1. Did Pocahontas Rescue John Smith?
2. ''Standing Tall'' or Fleeing the Scene?
3. Lincoln in Context
4. Columbus Day: 1892, Not 1492
5. Electricity and Women's Work: Who Really Benefited? And When?
6. ''Dust to Eat, and Dust to Breathe, and Dust to Drink''
· · · · · ·
(更多)
1. Did Pocahontas Rescue John Smith?
2. ''Standing Tall'' or Fleeing the Scene?
3. Lincoln in Context
4. Columbus Day: 1892, Not 1492
5. Electricity and Women's Work: Who Really Benefited? And When?
6. ''Dust to Eat, and Dust to Breathe, and Dust to Drink''
7. Rosa Parks and the Montgomery Bus Boycott
8. To Blink or Not to Blink: The Cuban Missile Crisis
· · · · · · (收起)
長久以來,許多國家的歴史教導之構成・是讓學生精通一套事先製作完成關於過去的紋事( a prefabricated narrative about the past)。一位大學史家會創作一個國族歷史的敘事性闌述。這份敘事會獲得政府權威的核准,然後交至教師和孩子的手中。雖然成年人理解詮釋同樣事件有多重方式,但這被認為是大學層級歴史研究的角色。許多人以為,對學童而言,由彼此競爭的故事所構成的歷史會造成混淆與不安;青少年理應需要結構與次序;一套沒有問號的歴史乃是答案。 (查看原文)
0 有用 Binns 2025-05-08 18:42:14 中国台湾
教科書是化約的,暢銷書大多强調與主流敘述相反或獵奇的内容,作者主要通過contextualized,培養學生的思辨能力。内容跨度從殖民地時期到冷戰,涵蓋去殖民化、性別與婦女、環境史的主題,組織安排和教學設計很好。