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Reading Like A Historian

Reading Like A Historian
The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues. They learn to make historical claims backed by documentary evidence. How do I use these lessons in my classroom? The 73 lessons in the U.S. curriculum, initial 37 lessons of the world curriculum, and 5 lessons in the introduction to historical thinking unit can be taught in succession. 1) Establish relevant background knowledge and pose the central historical question. *Note: United Streaming requires a subscription to Discovery Education.

http://sheg.stanford.edu/rlh

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Best Sites for Primary Documents in World History Common Core offers an incentive for teachers to use historic documents to build literacy skills in a content area while empowering students to be the historian in the classroom. But document-based (DBQ) instruction in this context requires four key elements to be successful: The right documents. Knowing how to look at them. Letting students discover their own patterns, then asking students to describe, compare and defend what they found. Basing the task on enduring questions, the kind that students might actually want to answer. Texas board approves social studies standards that perceived liberal bias The Texas state school board gave final approval Friday to controversial social studies standards that minimize the separation of church and state and say that America is not a democracy but a "constitutional republic." The changes, which passed in a series of 9 to 5 votes, could have reverberations far beyond the Lone Star State's schools and its 4.7 million students. The state's large textbook market has traditionally led the way for others; at minimum, Texas students will get very different history lessons than does the rest of the country, as early as next year. Many teachers, academics and politicians on both sides of the aisle have condemned the standards. But the seven-member conservative bloc on the board successfully pushed through changes that they said restored balance after what they called years of liberal bias in history education.

Why Flunking Exams Is Actually a Good Thing Photo Imagine that on Day 1 of a difficult course, before you studied a single thing, you got hold of the final exam. The motherlode itself, full text, right there in your email inbox — attached mistakenly by the teacher, perhaps, or poached by a campus hacker. No answer key, no notes or guidelines. Just the questions. Implementing the C3 Framework: What is our Task as Social Studies Leaders? Michelle M. Herczog, Ed.D. President-Elect, National Council for the Social Studies

Ultimate Guide to US History Please note: this post contains affiliate links. As a child in school, History was one of my least favorite subjects. Memorizing dates and trying to learn about people who once lived…just did not appeal to me. As a Mom of three children witnessing a dramatic shift in our American culture and a desire to grow my children’s interest and love for History, I have spent the last few years seeking resources to truly pull them in and help them larn our true American Heritage. It has been a fun endeavor and I am so happy to begin sharing a lot of it with you. Reviewing and renewing my mind and my thoughts based on American History has enlightened me of the true meaning behind the quote by George Santayana: “Those who can not remember the past are condemned to repeat it.”

Teachers Easy Guide on How to Evaluate Web content for Classroom Inclusion As our students grow dependant on Internet being a primary source for their information, it becomes of urgent necessity that we, as teachers and educators, should know how to evaluate web content and decipher credible resources from spam and irrelevant ones. Regrettably enough, some of the teachers who are using technology in their instruction still don't come to grips with the mechanisms used to sift through internet content. There is a crude analogy to this situation . A teacher who does not evaluate the web content he shares with his students is like a person driving a car without having a driver license, he can still drive his car but he does not know the real dangers he is putting himself to in doing so. Update : This article is available for download in a Slideshare presentation below Being able to evaluate online content is a skill detrimental to the 21st century education.

About the Bradley Commission on History in Schools Development and Goals The Bradley Commission on History in Schools was formed in 1987 in response to concerns regarding the quality and quantity of the history taught in American classrooms. The group was comprised of 16 of the most respected members of the history profession, including former presidents of each of the major professional organizations in history and a number of award-winning history teachers and writers. It was chaired by Kenneth T. Jackson, who went on, along with 189 concerned historians and educators, to form the National Council for History Education (NCHE) in 1990. The Commission's work was funded by the Lynde and Harry Bradley Foundation.

10 Teaching Practices Every 21st Century Teacher should Do Teaching is not only a job but is a way of life.It is a sublime task one can ever be entrusted with. Teachers educate generations of learners and in their hands lays the faith of any nation. A well developed country is a country whose citizens are well educated and this is done only by effective teaching strategies. Teachers have also their peaks and valleys, happy moments and sad times. Edunators - Helping Teachers Overcome Obstacles and Focus on Learning - Simplifying the Common Core in Social Studies Details Written by Mark Clements Over the past year I’ve had the great privilege of presenting my ideas regarding the implementation of the new Common Core State Standards in Secondary Social Studies classrooms for the Bureau of Education and Research (Click here if you'd like to read the workshop description on the BER website). I took on the challenge of sharing this work with others because, frankly, I new it would incentivize me as a classroom teacher to dive in head over heels myself.

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