Teaching History to Adolescents PDF Download

Author: John A. Beineke
Publisher: Adolescent Cultures, School, and Society
ISBN: 9781433110955
Category : History
Languages : en
Pages : 0

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Book Description
This book has received the AESA (American Educational Studies Association) Critics Choice Award 2012. Teaching History to Adolescents: A Quest for Relevance is an exploration of research, ideas, trends, and practices for educators who teach American history to adolescents from the middle grades through high school. Higher education faculty in history and professional education will also find the book germane to their work. Topics within the field of teaching history to adolescents include the use and misuse of history textbooks, implementing primary sources into lessons, subject matter selection, professional development, technology, and the issues of diversity and assessment as directly related to history. The book includes «The World of Practice» sections - contributions from practitioners on topics such as teaching history with comic books, student engagement with public history, using young adult non-fiction books, and the role of controversial topics in the history classroom.

Author: Keith C. Barton
Publisher: Routledge
ISBN: 1135645132
Category : Education
Languages : en
Pages : 349

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Book Description
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.

Author: Kelly Gallagher
Publisher: Taylor & Francis
ISBN: 100384426X
Category : Education
Languages : en
Pages : 266

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Book Description
In an increasingly demanding world of literacy, it has become critical that students know how to write effectively. From the requirements of standardized tests to those of the wired workplace, the ability to write well, once a luxury, has become a necessity. Many students are leaving school without the necessary writing practice and skills needed to compete in a complex and fast-moving Information Age. Unless we teach them how to run with it, they are in danger of being run over by a stampede—a literacy stampede. InTeaching Adolescent Writers , Kelly Gallagher shows how students can be taught to write effectively. Gallagher shares a number of classroom-tested strategies that enable teachers to: Understand the importance of teaching writing and how to motivate young writers Show how modeling from both the teacher and real-world texts builds young writers Provide choice of what to write, which helps elevate adolescent writing, and how to fit it into a rigorous curriculum Help students recognize the importance of purpose and audience Assess essays in ways that drive better writing performance. Infused with humor and illuminating anecdotes, Gallagher draws on his classroom experiences and work as co-director of a regional writing project to offer teachers both practical ways to incorporate writing instruction into their day and compelling reasons to do so.

Author: Richard Beach
Publisher: Routledge
ISBN: 1351995952
Category : Education
Languages : en
Pages : 203

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Book Description
CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Teaching Climate Change to Adolescents is THE essential resource for middle and high school English language arts teachers to help their students understand and address the urgent issues and challenges facing life on Earth today. Classroom activities written and used by teachers show students posing questions, engaging in argumentative reading and writing and critical analysis, interpreting portrayals of climate change in literature and media, and adopting advocacy stances to promote change. The book illustrates climate change fitting into existing courses using already available materials and gives teachers tools and teaching ideas to support building this into their own classrooms. A variety of teacher and student voices makes for an appealing, fast-paced, and inspiring read. Visit the website for this book for additional information and links. All royalties from the sale of this book are donated to Alliance for Climate Education.

Author: Alfred W. Tatum
Publisher: Taylor & Francis
ISBN: 1003843603
Category : Education
Languages : en
Pages : 188

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Book Description
The racial achievement gap in literacy is one of the most difficult issues in education today, and nowhere does it manifest itself more perniciously than in the case of black adolescent males. Approaching the problem from the inside, author Alfred Tatum brings together his various experiences as a black male student, middle school teacher working with struggling black male readers, reading specialist in an urban elementary school, and staff developer in classrooms across the nation. His book, Teaching Reading to Black Adolescent Males: Closing the Achievement Gap' addresses the adolescent shift black males face and the societal experiences unique to them that can hinder academic progress. With an authentic and honest voice, Tatum bridges the connections among theory, instruction, and professional development to create a roadmap for better literacy achievement. He presents practical suggestions for providing reading strategy instruction and assessment that is explicit, meaningful, and culturally responsive, as well as guidelines for selecting and discussing nonfiction and fiction texts with black males. The author' s first-hand insights provide middle school and high school teachers, reading specialists, and administrators with new perspectives to help schools move collectively toward the essential goal of literacy achievement for all.

Author: Hilary Cooper
Publisher: Cambridge Scholars Publishing
ISBN: 1443884731
Category : History
Languages : en
Pages : 570

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Book Description
History Education is a politically contested subject. It can be used to both promote xenophobia and to develop critical thinking, multiple perspectives, and tolerance. Accordingly, this book critically examines complex issues and constructivist approaches that make history relevant to students’ understanding of the modern world. As such, it has global appeal especially in North and South America, Canada, Europe and Asia. The book’s authors address the major challenges that History Education faces in an era of globalisation, digital revolution and international terror, nationalism and sectarian and religious conflict and warfare. Central to this volume are controversial issues, trauma, and questions of personal and national identity from a wide range of international settings and perspectives. The research in this book was undertaken by leading history educators from every continent. Their interdisciplinary research represents an important contribution to the teaching of social sciences, social psychology, civic education programmes, history and history education in schools, colleges and universities. The book offers new approaches to history educators at all levels. In addition, the chapters offer potential as required reading for students to both develop an international perspective and to compare and contrast their own situations with those that the book covers. Section I considers issues related to identity; how can history education promote social coherence in multicultural societies, in societies divided by sectarianism, or countries adapting to regime changes, whether Communist or Fascist, including, for example, South Africa, previously Communist countries of Eastern Europe, and previous dictatorships in South America and Western Europe. It discusses such questions as: How important is it that students learn the content of history through the processes of historical enquiry? What should that content be and who should decide it, educators or politicians? What is the role of textbooks and who should write and select them? Should history be taught as a discrete discipline or as part of a citizenship or social sciences curriculum? Sections II and III explore ways in which memory of sensitive issues related to the past, to war, or to massacres may be addressed. Are there new methodologies or approaches which make this possible? How can students understand situations involving intolerance and injustice?

Author: Richard Beach
Publisher: Routledge
ISBN: 1135635978
Category : Education
Languages : en
Pages : 297

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Book Description
This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. Teaching Literature to Adolescents – a totally new text that draws on ideas from the best selling textbook, Teaching Literature in the Secondary School, by Beach and Marshall – reflects and builds on recent key developments in theory and practice in the field, including: the importance of providing students with a range of critical lenses for analyzing texts and interrogating the beliefs, attitudes, and ideological perspectives encountered in literature; organization of the literature curriculum around topics, themes, or issues; infusion of multicultural literature and emphasis on how writers portray race, class, and gender differences; use of drama as a tool for enhancing understanding of texts; employment of a range of different ways to write about literature; integration of critical analysis of film and media texts with the study of literature; blending of quality young adult literature into the curriculum; and attention to students who have difficulty succeeding in literature classes due to reading difficulties, disparities between school and home cultures, attitudes toward school/English, or lack of engagement with assigned texts or response activities. The interactive Web site contains recommended readings, resources, and activities; links to Web sites and PowerPoint presentations; and opportunities for readers to contribute teaching units to the Web site databases. Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text.

Author: Jeffrey P. Moran
Publisher: Harvard University Press
ISBN: 0674041216
Category : Health & Fitness
Languages : en
Pages : 293

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Book Description
Sex education, since its advent at the dawn of the twentieth century, has provoked the hopes and fears of generations of parents, educators, politicians, and reformers. On its success or failure seems to hinge the moral fate of the nation and its future citizens. But whether we argue over condom distribution to teenagers or the use of an anti-abortion curriculum in high schools, we rarely question the basic premise--that adolescents need to be educated about sex. How did we come to expect the public schools to manage our children's sexuality? More important, what is it about the adolescent that arouses so much anxiety among adults? Teaching Sex travels back over the past century to trace the emergence of the sexual adolescent and the evolution of the schools' efforts to teach sex to this captive pupil. Jeffrey Moran takes us on a fascinating ride through America's sexual mores: from a time when young men were warned about the crippling effects of masturbation, to the belief that schools could and should train adolescents in proper courtship and parenting techniques, to the reemergence of sexual abstention brought by the AIDS crisis. We see how the political and moral anxieties of each era found their way into sex education curricula, reflecting the priorities of the elders more than the concerns of the young. Moran illuminates the aspirations and limits of sex education and the ability of public authority to shape private behavior. More than a critique of public health policy, Teaching Sex is a broad cultural inquiry into America's understanding of adolescence, sexual morality, and social reform.

Author: Sarah Cooper
Publisher: Stenhouse Publishers
ISBN: 1571107657
Category : Education
Languages : en
Pages : 218

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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: Terrie Epstein
Publisher: Routledge
ISBN: 1135901139
Category : Education
Languages : en
Pages : 189

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Book Description
Interpreting National History examines the differences in black and white students' interpretations of U.S. history in classroom and community settings, illuminating how racial identities work with and against teachers’ pedagogies to shape students’ understandings of history and contemporary society.