Teaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.It helped prepare them to write synthesis essays with evidence-based conclusions supported by the analysis of perspectives. ... Teachers in the United States have used Document Based Question (DBQ) assignments to engage students in constructing syntheses. ... Using the [eight] documents and your knowledge of the period [italics added], evaluate this statementa (Young aamp; Leinhardt, 1998, p. 34).
|Title||:||Teaching for Historical Literacy|
|Author||:||Matthew T. Downey, Kelly A. Long|
|Publisher||:||Routledge - 2015-07-30|