{"product_id":"developing-historical-thinkers-supporting-historical-inquiry-for-all-students-hardback-9780807768778","title":"Developing Historical Thinkers; Supporting Historical Inquiry for All Students (Hardback) 9780807768778","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eDeveloping Historical Thinkers\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eSupporting Historical Inquiry for All Students\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eBruce A. Lesh (Author), Wayne Journell (Series edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780807768778\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 25 August 2023\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e312 pages\u003cbr\u003e23.5 x 16.2 x 2 cm, 0.272 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library.\"—\u003cem\u003eCHOICE\u003c\/em\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eThis practical book 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.\" Drawing on 22 years as a high school history teacher, 7 years as a state level curriculum specialist, and extensive work with in-service teachers across the country, the author provides research-based guidance for engaging students in investigating the past. Lesh examines ways to develop effective questions that guide historical inquires, how to utilize discussion in the classroom, and how to align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. Topics include The Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+ fight for rights, and multiple lessons from World War I. This follow-up to the author's book \u003cem\u003e\"Why Won't You Just Tell Us the Answer?\"\u003c\/em\u003e fills in gaps and expands tools and classroom examples to assist today's teachers.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eBook Features:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e   \u003cli\u003eOffers ways to promote teacher growth as it pertains to historical thinking.\u003c\/li\u003e   \u003cli\u003eDemonstrates how to align investigating the past with the needs of reluctant readers and students with special needs.\u003c\/li\u003e   \u003cli\u003eProvides lesson materials and instructional guidance.\u003c\/li\u003e   \u003cli\u003eAddresses how to teach difficult subjects, such as LGBTQ+ history.\u003c\/li\u003e   \u003cli\u003eAligns historical literacy with inquiry-based instruction.\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cstrong\u003ePreface\u003c\/strong\u003e\u003c\/font\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. \"But My Kids Cannot Do This . . .\": Challenging Perceptions About Historical\u003cbr\u003eInvestigations\u003c\/strong\u003e\u003cbr\u003e My Why, Part I\u003cbr\u003eMy Why, Part 2\u003cbr\u003eProfessional Learning\u003cbr\u003eThe History Lab 2.0\u003cbr\u003eThe Only Constant Is Change!\u003cbr\u003eConclusions\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e2:.\"Yes, Your Students Can Do This\": Historical Investigation for \u003c\/strong\u003e\u003cstrong\u003e\u003cem\u003eAll\u003c\/em\u003e\u003c\/strong\u003e\u003cstrong\u003e Students\u003cbr\u003eA Roadmap\u003c\/strong\u003e\u003cbr\u003e Teaching Up\u003cbr\u003eBuild Scaffolds\u003cbr\u003eIn the Center Ring, Inquiry Versus Coverage and Control\u003cbr\u003eMaking the Inquiry Question Accessible for All\u003cbr\u003eAdapting Historical Sources: Political Cartoons and Images\u003cbr\u003eModifying a Text Source\u003cbr\u003eScaffolding the Process\u003cbr\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. \"Is Every Day a Lab?\": What Happens Between History Labs?\u003c\/strong\u003e\u003cbr\u003e The Twinkies of Lessons\u003cbr\u003e\"Is Every Day a Lab?\"\u003cbr\u003eSeriously, No Trench Foot, or Tanks, or Mustard Gas?\u003cbr\u003eWoven Into Every Unit\u003cbr\u003e\"Like a Prairie Fire . . . \"\u003cbr\u003eWhat Happens Between History Labs?\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. \"Is There an Easy Way to Develop Questions . . .?\": Sorry, No\u003c\/strong\u003e\u003cbr\u003e One Stop Shopping\u003cbr\u003eThe Engagement Cliff\u003cbr\u003eThe Brain and Questions\u003cbr\u003eWhy Questions in Social Studies?\u003cbr\u003eOrganizing the Mental Bedroom\u003cbr\u003eTypes of Questions\u003cbr\u003eWe Learned That in October, You Mean I Was Supposed to Remember That?\u003cbr\u003eUnit-Wide Questions\u003cbr\u003eBuilding Lesson-Level Questions\u003cbr\u003eCoverage Demands Choices\u003cbr\u003e\"Would You Have Your Student's Debate Slavery?\"\u003cbr\u003eOpen Versus Closed Questions\u003cbr\u003eThe People in the Past Were Stupid\u003cbr\u003eThe Tug of War Between Relevance and Accuracy\u003cbr\u003eA Little Sex Appeal Goes a Long Way\u003cbr\u003eHistorical Categories of Inquiry\u003cbr\u003eTypese of Questions\u003cbr\u003eIt Is Iterative and Recursive and Frustrating (but Also Exciting)!\u003cbr\u003eMarcus Garvey: The Evolution of a History Lab Question\u003cbr\u003eHaving Students Develop Their Own Questions\u003cbr\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e5. \"Discission Is for Classes Like Foreign Language:\" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking\u003c\/strong\u003e\u003cbr\u003e Please, Not Another Strike!\u003cbr\u003eNot Going to Do It\u003cbr\u003eLet's Talk\u003cbr\u003eIt Is Not Just Debates\u003cbr\u003e\"I Don't Feel Comfortable\"\u003cbr\u003eTeacher Talk Moves and History\u003cbr\u003eBuilding Student Capacity for Discussion\u003cbr\u003eScoring and Feedback\u003cbr\u003eThe Pullman Strike of 1894\u003cbr\u003eSource-Based Testimony\u003cbr\u003eSetting the Stage\u003cbr\u003eA Hearing Is Now Called to Order!\u003cbr\u003eDiscussion and Pullman\u003cbr\u003eConclusions\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e6. \"My Kids Felt More Seen Today\": Teaching Hard Histories\u003c\/strong\u003e\u003cbr\u003e Why Hard Histories?\u003cbr\u003eControversial Issues and Hard Histories\u003cbr\u003eHard Histories and Inquiry\u003cbr\u003eLGBTQ+ History\u003cbr\u003eGetting By With the Help of Some Friends!\u003cbr\u003eThe Investigation\u003cbr\u003eStructuring the Investigation\u003cbr\u003eIt Wasn't Just Stonewall\u003cbr\u003e\"No Union Is More Profound Than Marriage\"\u003cbr\u003eWhat's the Big Deal?\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking\u003c\/strong\u003e\u003cbr\u003e Social Studies Assessments\u003cbr\u003eI Took Tests; Weren't They Assessing My Historical Thinking?\u003cbr\u003eInstruction and Assessment Disconnect\u003cbr\u003eNo Dates, No Names, Then What Do I Assess?\u003cbr\u003eWhat Tools Are Available for Teachers?\u003cbr\u003eFormative Assessment Tools for Historical Thinking\u003cbr\u003e\"Not Another Essay!\": Exploring Alternative Summative Assessments\u003cbr\u003eConclusion\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \"I Don't Always Mention Those Words\": The Power of Partnerships\u003c\/strong\u003e\u003cbr\u003e Initiating the Partnership\u003cbr\u003eThe Planning Meeting\u003cbr\u003eIntervisitations\u003cbr\u003e\"I Don't Always Mention Those Words\"\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eReferences\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eIndex\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eAbout the Author\u003c\/strong\u003e\u003cbr\u003e \u003c\/p\u003e\u003c\/font\u003e\r\n\r\n\r\n\r\n\r\n","brand":"Teachers College Press","offers":[{"title":"Brand New","offer_id":52555598594328,"sku":"9780807768778","price":86.76,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/developing-historical-thinkers-supporting-historical-inquiry-for-all-students-hardback-9780807768778","provider":"Freshly Printed Books","version":"1.0","type":"link"}