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Teaching U.S. History: Dialogues Among Social Studies Teachers and Historians [Kõva köide]

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Edited by , Edited by (SUNY New Paltz, USA), Edited by (New York University, USA), Edited by (New York University, USA)
  • Formaat: Hardback, 232 pages, kõrgus x laius: 254x178 mm, kaal: 589 g, 5 Halftones, black and white
  • Sari: Transforming Teaching
  • Ilmumisaeg: 17-Dec-2009
  • Kirjastus: Routledge
  • ISBN-10: 041595469X
  • ISBN-13: 9780415954693
Teised raamatud teemal:
Teaching U.S. History: Dialogues Among Social Studies Teachers and HistoriansSuurem pilt
  • Formaat: Hardback, 232 pages, kõrgus x laius: 254x178 mm, kaal: 589 g, 5 Halftones, black and white
  • Sari: Transforming Teaching
  • Ilmumisaeg: 17-Dec-2009
  • Kirjastus: Routledge
  • ISBN-10: 041595469X
  • ISBN-13: 9780415954693
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780415954693.html
Märksõnad:

Teaching U.S. History offers an innovative approach to social studies teaching by connecting historians to real-world social studies classrooms and social studies teachers. In an unusual, even unprecedented, dialogue between scholars and practitioners, this book weds historical theory and practice with social studies pedagogy.

Seven chapters are organized around key US History eras and events from the time of slavery through the Civil Rights Movement and are complemented by detailed discussions of a particular methodological approach, including primary source analysis, oral history and more. Interviews with historians open each chapter to bring the reader into important conversations about the most cutting edge issues in U.S. history today and are followed by essays from expert teachers on the rewards and challenges of implementing these topics in the classroom. Each chapter also includes a wealth of practical resources including suggested key documents or artifacts; a lesson plan for middle school and another suitable for high school; and suggested readings and questions for further study.

Teaching U.S. History is a must read for any aspiring or current teacher who wants to think critically about how to teach U.S. history and make historical discussions come alive in the school classrooms where the nation’s students learn.

Series Editor Introduction xi
Acknowledgements xiii
A Note about this Book xv
Introduction
Robert Cohen and Michael Stoll
1
ONE Slavery 11
Framing the Questions: A Talk by Ira Berlin, New York City, June 23, 2006
11
Essay: Teaching about Slavery, Learning to Be Historians: A Disciplinary Approach to Teaching History
Joan Malczewski, with Ryan Mills and Ashley Merriman
16
Works Cited
28
CHAPTER RESOURCES
29
I. Lesson Framework—Teaching about Slavery
29
II. Primary Document—Two Letters Written by Hawkins Wilson
30
III. Example of Student Work—Illustrated Notes on Boston King
32
IV. Examples of Student Work—Poems
33
V. Relevant New York State and NAEP Standards
35
Notes
38
TWO The Civil War 39
Framing the Questions: An Interview with James Oakes
Conducted by Rachel Mattson
39
Essay: Personalizing the Lives of Great People in History and Making
Historical Documents Come Alive: Frederick Douglass, William Lloyd Garrison, and the Abolitionist Movement Michael Stoll, David Montgomery, and Candace Villecco, with Dwight Forquignon and Tiffany Lincoln
43
Works Cited
55
CHAPTER RESOURCES
56
I. Lesson Framework: The Constitution and the Abolitionist Movement
56
II. Relevant New York State and NAEP Standards
57
THREE Immigration 61
Framing the Questions: An Interview with Hasia Diner
Conducted by Rachel Mattson
61
Works Cited
65
Essay: Teaching Immigration in a Nation of Immigrants
Diana Turk, with Dwight Forquignon and Sarah Reiley
65
Works Cited
81
CHAPTER RESOURCES
81
I. Unit Framework—Immigration in the Late Nineteenth-Century United States
81
II. Lesson Framework—Immigration in the Late Nineteenth-Century United States
83
III. Sources Used in Lessons
83
IV. Relevant New York State and NAEP Standards
84
FOUR The Progressive Era 89
Framing the Questions: An Interview with Kevin Murphy
Conducted by Rachel Mattson
89
Essay: Using Process Drama to Teach Gender, Race, and Reform in the Progressive Era
Michael Stoll, Joan Malczewski, and David Montogomery, with John Palella and Sarah Reiley
93
Works Cited
103
CHAPTER RESOURCES
104
I. Lesson Framework—Progressive Era
104
II. Relevant New York State and NAEP Standards
105
FIVE The New Deal 109
Framing the Questions: An Interview with Robert Cohen
Conducted by Rachel Mattson
109
Works Cited.
117
Essay: Teaching the New Deal in Multi-Ethnic Urban Public Schools
Shari Dickstein, with Cara Fenner and Benjamin Geballe
117
Works Cited.
129
CHAPTER RESOURCES
129
I. Lesson Framework—Teaching the Great Depression
129
II. Popular Protest in the Great Depression, 1933-1939
131
III. Primary Document—American Youth Congress (July 4, 1936), The Declaration of The Rights of American Youth
132
IV. Primary Document—Letter from a Fifteen-Year-Old from Cleveland, Ohio, to Eleanor Roosevelt. Received January 17, 1935
133
V. Final Assessment—"Dear Mrs. Roosevelt" iMovie Project.
134
VI. Relevant New York State and NAEP Standards
135
SIX The Civil Rights Movement 139
Framing the Questions: An Interview with Adam Green
Conducted by Rachel Mattson
139
Works Cited.
142
Essay: The Transformational Properties of the Mundane: Teaching the Civil Rights Movement through the Lens of Community Organizers
Diana Turk, with Stacie Brensilver Berman and Ryan Mills
142
Works Cited
155
CHAPTER RESOURCES
155
I. Unit Framework—The Civil Rights Movement
155
II. Lesson Framework—The Civil Rights Movement
158
III. Graphic Organizer for Taking Notes on Student Presentations
159
IV. Civil Rights Project Assignment, Eleventh- and Twelfth-Grade U.S. History
160
V. Student Pamphlet, Front
163
VI. Student Pamphlet, Back
164
VII. Relevant New York State and NAEP Standards
165
SEVEN U.S. Imperialism 169
Framing the Questions: An Interview with Laura Briggs
Conducted by Rachel Mattson
169
Works Cited
173
Essay: Pivotal Failures: Experiments in a Secondary History Classroom
Rachel Mattson, with Jill Jeffery and Terra Lynch
173
Works Cited
185
CHAPTER RESOURCES
185
I. Lesson Framework U.S. Imperialism
185
II. In-Class Questionnaire: Student Ideas about the Regents Exam
186
III. Relevant New York State and NAEP Standards
187
Concluding Thoughts: Research on Teaching and Learning History: Teacher Professionalization and Student Cognition and Culture Terrie Epstein 191
Contributor Biographies 205
Index 209
Diana Turk is an Associate Professor of Social Studies Education in the Department of Teaching and Learning at New York University.

Rachel Mattson is an Assistant Professor at SUNY New Paltz.

Terrie Epstein is a Professor of Education at Hunter College.

Robert Cohen is a Social Studies Professor and chair of the Department of Teaching and Learning and an affiliated professor in the History Department at New York University.