Description
Book SynopsisA practical book that addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that ‘My kids cannot do that.’
Trade Review"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library."—CHOICE
Table of ContentsPrefaceAcknowledgments
1. "But My Kids Cannot Do This . . .": Challenging Perceptions About Historical
Investigations
My Why, Part I
My Why, Part 2
Professional Learning
The History Lab 2.0
The Only Constant Is Change!
Conclusions
2:."Yes, Your Students Can Do This": Historical Investigation for All Students
A Roadmap
Teaching Up
Build Scaffolds
In the Center Ring, Inquiry Versus Coverage and Control
Making the Inquiry Question Accessible for All
Adapting Historical Sources: Political Cartoons and Images
Modifying a Text Source
Scaffolding the Process
Conclusion
3. "Is Every Day a Lab?": What Happens Between History Labs?
The Twinkies of Lessons
"Is Every Day a Lab?"
Seriously, No Trench Foot, or Tanks, or Mustard Gas?
Woven Into Every Unit
"Like a Prairie Fire . . . "
What Happens Between History Labs?
4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No
One Stop Shopping
The Engagement Cliff
The Brain and Questions
Why Questions in Social Studies?
Organizing the Mental Bedroom
Types of Questions
We Learned That in October, You Mean I Was Supposed to Remember That?
Unit-Wide Questions
Building Lesson-Level Questions
Coverage Demands Choices
"Would You Have Your Student's Debate Slavery?"
Open Versus Closed Questions
The People in the Past Were Stupid
The Tug of War Between Relevance and Accuracy
A Little Sex Appeal Goes a Long Way
Historical Categories of Inquiry
Typese of Questions
It Is Iterative and Recursive and Frustrating (but Also Exciting)!
Marcus Garvey: The Evolution of a History Lab Question
Having Students Develop Their Own Questions
Conclusion
5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking
Please, Not Another Strike!
Not Going to Do It
Let's Talk
It Is Not Just Debates
"I Don't Feel Comfortable"
Teacher Talk Moves and History
Building Student Capacity for Discussion
Scoring and Feedback
The Pullman Strike of 1894
Source-Based Testimony
Setting the Stage
A Hearing Is Now Called to Order!
Discussion and Pullman
Conclusions
6. "My Kids Felt More Seen Today": Teaching Hard Histories
Why Hard Histories?
Controversial Issues and Hard Histories
Hard Histories and Inquiry
LGBTQ+ History
Getting By With the Help of Some Friends!
The Investigation
Structuring the Investigation
It Wasn't Just Stonewall
"No Union Is More Profound Than Marriage"
What's the Big Deal?
7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking
Social Studies Assessments
I Took Tests; Weren't They Assessing My Historical Thinking?
Instruction and Assessment Disconnect
No Dates, No Names, Then What Do I Assess?
What Tools Are Available for Teachers?
Formative Assessment Tools for Historical Thinking
"Not Another Essay!": Exploring Alternative Summative Assessments
Conclusion
Conclusion: "I Don't Always Mention Those Words": The Power of Partnerships
Initiating the Partnership
The Planning Meeting
Intervisitations
"I Don't Always Mention Those Words"
References
Index
About the Author
