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Helping your child learn history [[electronic resource] ] : with activities for children in preschool through grade 5
| Helping your child learn history [[electronic resource] ] : with activities for children in preschool through grade 5 |
| Autore | Reed Elaine Wrisley |
| Edizione | [Rev. June 2004.] |
| Pubbl/distr/stampa | Washington, D.C. : , : U.S. Dept. of Education, Office of Intergovernmental and Interagency Affairs, , 2004 |
| Altri autori (Persone) |
LehrFran
BurrowsAdjoa MatosJoe |
| Soggetto topico |
History - Study and teaching (Elementary) - United States
Education, Elementary - Parent participation - United States |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Helping your child learn history |
| Record Nr. | UNINA-9910693079603321 |
Reed Elaine Wrisley
|
||
| Washington, D.C. : , : U.S. Dept. of Education, Office of Intergovernmental and Interagency Affairs, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching history for the common good / / Keith C. Barton, Linda S. Levstik
| Teaching history for the common good / / Keith C. Barton, Linda S. Levstik |
| Autore | Barton Keith C. |
| Pubbl/distr/stampa | Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2004 |
| Descrizione fisica | 1 online resource (297 p.) |
| Disciplina | 372.89 |
| Altri autori (Persone) | LevstikLinda S |
| Soggetto topico |
History - Study and teaching (Elementary) - United States
History - Study and teaching (Middle school) - United States Civics - Study and teaching (Elementary) - United States Civics - Study and teaching (Middle school) - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-37497-4
1-283-54657-4 9786612374975 9786613859020 1-135-64514-0 1-4106-1050-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Teaching History for the Common Good; Copyright Page; Contents; Preface; 1. A Sociocultural Perspective on History Education; Using Theory and Research to Make Sense of History Education; The Four Stances: Purpose and Practice in Learning History; Tools for Making Sense of the Past; Children and Adults as Active Agents of Historical Learning; Contexts of Historical Learning; Conclusions; 2. Participatory Democracy and Democratic Humanism; The Need for a Rationale for History Education; Public Education and Democratic Citizenship; Education for Democratic Participation
Conclusions3. The Identification Stance; Identification With Personal and Family History; National Identification; Identification of the Present With the National Past; Identification, Participation, and Pluralism; Conclusions; 4. The Analytic Stance; The History of the Present; Learning Lessons From the Past; Learning How Historical Accounts Are Created; Conclusions; 5. The Moral Response Stance; Remembrance and Forgetting; Fairness and Justice; Heroes and Heroism; Conclusions; 6. The Exhibition Stance; Exhibition as Personal Fulfillment; Exhibition as Accountability Exhibition as Service to OthersConclusions; 7. Narrative Structure and History Education; The Meaning of Narrative; Students and Historical Narratives; Affordances and Constraints of Narrative; Narrative Structure as a Cultural Tool; Conclusions; 8. Narratives of Individual Achievement and Motivation; The Role of Individual Narratives in History Education; The Appeal and Limitations of Individual Narratives; Individual Narratives as a Cultural Tool; Conclusions; 9. The Story of National Freedom and Progress; Appropriation of the U.S. National Narrative Diversity in Use of the National NarrativeAffordances and Constraints of the Narrative of Freedom and Progress; Conclusions; 10. Inquiry; Inquiry as Reflective Thought; Affordances of Inquiry as a Tool; Students Engaging in Inquiry: Problems and Possibilities; The Tool of Inquiry and Its Component Parts; Conclusions; 11. Historical Empathy as Perspective Recognition; The Components of Historical Empathy; A Sense of "Otherness"; Shared Normalcy; Historical Contextualization; Multiplicity of Historical Perspectives; Contextualization of the Present The Constraint of Empathy as Perspective RecognitionConclusions; 12. Empathy as Caring; Varieties of Care in History Education; Caring About; Caring That; Caring For; Caring To; The Place of Care in the Tool Kit of History Education; Conclusions; 13. Teacher Education and the Purposes of History; Teacher Knowledge and Education Reform; The Pedagogical Content Knowledge of History Teachers; Pedagogical Content Knowledge and Classroom Practice; The Practice of History Teaching; The Role of Purpose in History Teaching; Changing the Practice of History Teaching; Author Index; Subject Index |
| Record Nr. | UNINA-9910450293503321 |
|
Barton Keith C.
|
||
| Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching history for the common good / / Keith C. Barton, Linda S. Levstik
| Teaching history for the common good / / Keith C. Barton, Linda S. Levstik |
| Autore | Barton Keith C. |
| Pubbl/distr/stampa | Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2004 |
| Descrizione fisica | 1 online resource (297 p.) |
| Disciplina | 372.89 |
| Altri autori (Persone) | LevstikLinda S |
| Soggetto topico |
History - Study and teaching (Elementary) - United States
History - Study and teaching (Middle school) - United States Civics - Study and teaching (Elementary) - United States Civics - Study and teaching (Middle school) - United States |
| ISBN |
1-135-64513-2
1-282-37497-4 1-283-54657-4 9786612374975 9786613859020 1-135-64514-0 1-4106-1050-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Teaching History for the Common Good; Copyright Page; Contents; Preface; 1. A Sociocultural Perspective on History Education; Using Theory and Research to Make Sense of History Education; The Four Stances: Purpose and Practice in Learning History; Tools for Making Sense of the Past; Children and Adults as Active Agents of Historical Learning; Contexts of Historical Learning; Conclusions; 2. Participatory Democracy and Democratic Humanism; The Need for a Rationale for History Education; Public Education and Democratic Citizenship; Education for Democratic Participation
Conclusions3. The Identification Stance; Identification With Personal and Family History; National Identification; Identification of the Present With the National Past; Identification, Participation, and Pluralism; Conclusions; 4. The Analytic Stance; The History of the Present; Learning Lessons From the Past; Learning How Historical Accounts Are Created; Conclusions; 5. The Moral Response Stance; Remembrance and Forgetting; Fairness and Justice; Heroes and Heroism; Conclusions; 6. The Exhibition Stance; Exhibition as Personal Fulfillment; Exhibition as Accountability Exhibition as Service to OthersConclusions; 7. Narrative Structure and History Education; The Meaning of Narrative; Students and Historical Narratives; Affordances and Constraints of Narrative; Narrative Structure as a Cultural Tool; Conclusions; 8. Narratives of Individual Achievement and Motivation; The Role of Individual Narratives in History Education; The Appeal and Limitations of Individual Narratives; Individual Narratives as a Cultural Tool; Conclusions; 9. The Story of National Freedom and Progress; Appropriation of the U.S. National Narrative Diversity in Use of the National NarrativeAffordances and Constraints of the Narrative of Freedom and Progress; Conclusions; 10. Inquiry; Inquiry as Reflective Thought; Affordances of Inquiry as a Tool; Students Engaging in Inquiry: Problems and Possibilities; The Tool of Inquiry and Its Component Parts; Conclusions; 11. Historical Empathy as Perspective Recognition; The Components of Historical Empathy; A Sense of "Otherness"; Shared Normalcy; Historical Contextualization; Multiplicity of Historical Perspectives; Contextualization of the Present The Constraint of Empathy as Perspective RecognitionConclusions; 12. Empathy as Caring; Varieties of Care in History Education; Caring About; Caring That; Caring For; Caring To; The Place of Care in the Tool Kit of History Education; Conclusions; 13. Teacher Education and the Purposes of History; Teacher Knowledge and Education Reform; The Pedagogical Content Knowledge of History Teachers; Pedagogical Content Knowledge and Classroom Practice; The Practice of History Teaching; The Role of Purpose in History Teaching; Changing the Practice of History Teaching; Author Index; Subject Index |
| Record Nr. | UNINA-9910783305703321 |
|
Barton Keith C.
|
||
| Mahwah, N.J. : , : Lawrence Erlbaum Associates, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching history for the common good / / Keith C. Barton, Linda S. Levstik
| Teaching history for the common good / / Keith C. Barton, Linda S. Levstik |
| Autore | Barton Keith C |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Mahwah, N.J., : Lawrence Erlbaum Associates, 2004 |
| Descrizione fisica | 1 online resource (297 p.) |
| Disciplina | 372.89 |
| Altri autori (Persone) | LevstikLinda S |
| Soggetto topico |
History - Study and teaching (Elementary) - United States
History - Study and teaching (Middle school) - United States Civics - Study and teaching (Elementary) - United States Civics - Study and teaching (Middle school) - United States |
| ISBN |
1-135-64513-2
1-282-37497-4 1-283-54657-4 9786612374975 9786613859020 1-135-64514-0 1-4106-1050-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front Cover; Teaching History for the Common Good; Copyright Page; Contents; Preface; 1. A Sociocultural Perspective on History Education; Using Theory and Research to Make Sense of History Education; The Four Stances: Purpose and Practice in Learning History; Tools for Making Sense of the Past; Children and Adults as Active Agents of Historical Learning; Contexts of Historical Learning; Conclusions; 2. Participatory Democracy and Democratic Humanism; The Need for a Rationale for History Education; Public Education and Democratic Citizenship; Education for Democratic Participation
Conclusions3. The Identification Stance; Identification With Personal and Family History; National Identification; Identification of the Present With the National Past; Identification, Participation, and Pluralism; Conclusions; 4. The Analytic Stance; The History of the Present; Learning Lessons From the Past; Learning How Historical Accounts Are Created; Conclusions; 5. The Moral Response Stance; Remembrance and Forgetting; Fairness and Justice; Heroes and Heroism; Conclusions; 6. The Exhibition Stance; Exhibition as Personal Fulfillment; Exhibition as Accountability Exhibition as Service to OthersConclusions; 7. Narrative Structure and History Education; The Meaning of Narrative; Students and Historical Narratives; Affordances and Constraints of Narrative; Narrative Structure as a Cultural Tool; Conclusions; 8. Narratives of Individual Achievement and Motivation; The Role of Individual Narratives in History Education; The Appeal and Limitations of Individual Narratives; Individual Narratives as a Cultural Tool; Conclusions; 9. The Story of National Freedom and Progress; Appropriation of the U.S. National Narrative Diversity in Use of the National NarrativeAffordances and Constraints of the Narrative of Freedom and Progress; Conclusions; 10. Inquiry; Inquiry as Reflective Thought; Affordances of Inquiry as a Tool; Students Engaging in Inquiry: Problems and Possibilities; The Tool of Inquiry and Its Component Parts; Conclusions; 11. Historical Empathy as Perspective Recognition; The Components of Historical Empathy; A Sense of "Otherness"; Shared Normalcy; Historical Contextualization; Multiplicity of Historical Perspectives; Contextualization of the Present The Constraint of Empathy as Perspective RecognitionConclusions; 12. Empathy as Caring; Varieties of Care in History Education; Caring About; Caring That; Caring For; Caring To; The Place of Care in the Tool Kit of History Education; Conclusions; 13. Teacher Education and the Purposes of History; Teacher Knowledge and Education Reform; The Pedagogical Content Knowledge of History Teachers; Pedagogical Content Knowledge and Classroom Practice; The Practice of History Teaching; The Role of Purpose in History Teaching; Changing the Practice of History Teaching; Author Index; Subject Index |
| Record Nr. | UNINA-9910828739303321 |
|
Barton Keith C
|
||
| Mahwah, N.J., : Lawrence Erlbaum Associates, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Soggetto topico
-
History - Study and teaching (Elementary) - United States
(4)
- Civics - Study and teaching (Elementary) - United States (3)
- Civics - Study and teaching (Middle school) - United States (3)
- History - Study and teaching (Middle school) - United States (3)
- Education, Elementary - Parent participation - United States (1)