The Big Six Historical Thinking Concepts

Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact nelson.orderdesk@nelson.com All International customers (exception US and Asia) please contact Nelson.international@ne lson.com

Produk Detail:

  • Author : Peter Seixas
  • Publisher : Anonim
  • Pages : 218 pages
  • ISBN : 9780176541545
  • Rating : 4/5 from 21 reviews
CLICK HERE TO GET THIS BOOKThe Big Six Historical Thinking Concepts

The Big Six Historical Thinking Concepts

The Big Six Historical Thinking Concepts
  • Author : Peter Seixas,Tom Morton
  • Publisher : Unknown Publisher
  • Release : 30 July 2012
GET THIS BOOKThe Big Six Historical Thinking Concepts

Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact nelson.

Historical Thinking Skills

Historical Thinking Skills
  • Author : John P. Irish,Barbara Ozuna
  • Publisher : W. W. Norton
  • Release : 31 March 2016
GET THIS BOOKHistorical Thinking Skills

John Irish and Barbara Ozuna, both experienced history teachers, have teamed up to develop this workbook to focus on the historical thinking skills that high school students in the AP* World History course must master in order to perform well on the exam.

Historical Thinking for History Teachers

Historical Thinking for History Teachers
  • Author : Tim Allender,Anna Clark,Robert Parkes
  • Publisher : Routledge
  • Release : 16 July 2020
GET THIS BOOKHistorical Thinking for History Teachers

Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting

Historical Thinking and Other Unnatural Acts

Historical Thinking and Other Unnatural Acts
  • Author : Samuel S. Wineburg
  • Publisher : Critical Perspectives on the P
  • Release : 27 June 2022
GET THIS BOOKHistorical Thinking and Other Unnatural Acts

Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer rough maps of how ordinary people think about the past and use it to understand the present. These essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

Creative Historical Thinking

Creative Historical Thinking
  • Author : Michael Douma
  • Publisher : Routledge
  • Release : 06 August 2018
GET THIS BOOKCreative Historical Thinking

Creative Historical Thinking offers innovative approaches to thinking and writing about history. Author Michael J. Douma makes the case that history should be recognized as a subject intimately related to individual experience and positions its practice as an inherently creative endeavor. Douma describes the nature of creativity in historical thought, illustrates his points with case studies and examples. He asserts history’s position as a collective and community-building exercise and argues for the importance of metaphor and other creative tools

The Wiley International Handbook of History Teaching and Learning

The Wiley International Handbook of History Teaching and Learning
  • Author : Scott Alan Metzger,Lauren McArthur Harris
  • Publisher : John Wiley & Sons
  • Release : 10 April 2018
GET THIS BOOKThe Wiley International Handbook of History Teaching and Learning

A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the

Encyclopedia of the Sciences of Learning

Encyclopedia of the Sciences of Learning
  • Author : Norbert M. Seel
  • Publisher : Springer Science & Business Media
  • Release : 05 October 2011
GET THIS BOOKEncyclopedia of the Sciences of Learning

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm

Reading Like a Historian

Reading Like a Historian
  • Author : Sam Wineburg,Daisy Martin,Chauncey Monte-Sano
  • Publisher : Teachers College Press
  • Release : 26 April 2015
GET THIS BOOKReading Like a Historian

This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.

"Why Won't You Just Tell Us the Answer?"

  • Author : Bruce A. Lesh
  • Publisher : Stenhouse Pub
  • Release : 27 June 2022
GET THIS BOOK"Why Won't You Just Tell Us the Answer?"

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.

Why Learn History (When It’s Already on Your Phone)

Why Learn History (When It’s Already on Your Phone)
  • Author : Sam Wineburg
  • Publisher : University of Chicago Press
  • Release : 17 September 2018
GET THIS BOOKWhy Learn History (When It’s Already on Your Phone)

Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percentage of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the internet always at our fingertips, what’s a teacher of history to do? Sam Wineburg has answers, beginning with this:

Assessing Historical Thinking and Understanding

Assessing Historical Thinking and Understanding
  • Author : Bruce A. VanSledright
  • Publisher : Routledge
  • Release : 31 July 2013
GET THIS BOOKAssessing Historical Thinking and Understanding

Assessing Historical Thinking and Understanding advocates for a fundamental change in how educators think about making sense of learners’ developing cognition and understanding in history. Author Bruce VanSledright argues that traditional and typical standardized testing approaches are seldom up to the task of measuring the more complex understandings students are asked to attain, as they cannot fully assess what the student knows. Rather, he points forward along a path toward changes in learning, teaching, and assessing that closely aligns with

New Directions in Assessing Historical Thinking

New Directions in Assessing Historical Thinking
  • Author : Kadriye Ercikan,Peter Seixas
  • Publisher : Routledge
  • Release : 20 February 2015
GET THIS BOOKNew Directions in Assessing Historical Thinking

New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment

Thinking Historically

Thinking Historically
  • Author : Stephane Levesque
  • Publisher : University of Toronto Press
  • Release : 17 October 2009
GET THIS BOOKThinking Historically

Two simple but profound questions have preoccupied scholars since the establishment of history education over a century ago: what is historical thinking, and how do educators go about teaching it? In Thinking Historically, Stéphane Ltévesque examines these questions, focusing on what it means to think critically about the past. As students engage in a new century already characterized by global instability, uncertainty, and rivalry over claims about the past, present, and future, this study revisits enduring questions and

Assessment of Higher Order Thinking Skills

Assessment of Higher Order Thinking Skills
  • Author : Gregory Schraw,Daniel H. Robinson
  • Publisher : IAP
  • Release : 01 October 2011
GET THIS BOOKAssessment of Higher Order Thinking Skills

This volume examines the assessment of higher order thinking skills from the perspectives of applied cognitive psychology and measurement theory. The volume considers a variety of higher order thinking skills, including problem solving, critical thinking, argumentation, decision making, creativity, metacognition, and self-regulation. Fourteen chapters by experts in learning and measurement comprise four sections which address conceptual approaches to understanding higher order thinking skills, cognitively oriented assessment models, thinking in the content domains, and practical assessment issues. The volume discusses models