| Description |
x, 230 pages : illustrations ; 24 cm |
| Bibliography |
Includes bibliographical references (pages 211-221) and index. |
| Contents |
Reinventing my classroom : making historical thinking reality -- Introducing historical thinking : Nat Turner's Rebellion of 1831 -- Text, subtext, and context : evaluating evidence and exploring President Theodore Roosevelt and the Panama Canal -- Using the Rail Strike of 1877 to teach chronological thinking and causality -- "Revolution in the air" : Using the Bonus March of 1932 to teach multiple perspectives -- Continuity and change over time : Custer's last stand or the Battle of the greasy grass? -- Long or short? : using the civil rights movement to teach historical significance -- Trying on the shoes of historical actors : using the Truman-MacArthur Debate to teach historical empathy -- How am I supposed to do this every day? : historical investigations versus sleep -- Overcoming the barrier to change. |
| Summary |
Every major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach history -- lecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations. --from publisher description |
| Subject |
United States -- History -- Study and teaching (Secondary)
|
| ISBN |
9781571108128 paperback alkaline paper |
|
1571108122 paperback alkaline paper |
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