Month: October 2019

(Part III) Learning History Creates Better Adult Outcomes: Teaching History Beyond Achievement Tests

This is the third and final part of an article series that reviews how good history practices lead to beneficial adult outcomes. The first part can be found at (Part I) Learning History Creates Better Adult Outcomes: Teaching History Beyond Achievement Tests. What Does It Mean To Be Good? Hostetler helps describe the idea of good as being something that promotes well-being for people, but how he arrives to that idea of well-being seems to only …

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(Part II) Learning History Creates Better Adult Outcomes: Teaching History Beyond Achievement Tests

This is the second part of an article series that reviews how good history practices lead to beneficial adult outcomes. The first part can be found at (Part I) Learning History Creates Better Adult Outcomes: Teaching History Beyond Achievement Tests. Student Choice and Interests Good history classrooms consider student choice and interest. Choice means students can choose certain aspects of the curriculum. Allowing choice can be accomplished by giving students reading options, letting students choose …

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(Part I) Learning History Creates Better Adult Outcomes: Teaching History Beyond Achievement Tests

The interpretation of good history teaching is constantly reorienting, and recently, various organizations and individuals have insisted for more historical thinking in the classroom (Barton, Hicks, Keirn, National Council for The Social Studies). Learning history exists within a bioecological system framework which contains many layers. Due to this framework, students will have their knowledge of history questioned by their parents, friends, community, teachers, schools, and much more (Cappella, 270). Other bioecological systems contain more abstract …

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The Caring Social Studies Teacher: Part II

This is the second part of an article about the theme of caring while teaching social studies. The first part can be found at The Caring Social Studies Teacher: Part I Fourth Theme: Inequality of Opportunity The fourth theme, the inequality of opportunity, truly shows how diverse the action of caring is. The numbers of inequalities are too numerous to cover in this essay, but there are obvious discriminations that should be examined. First, there …

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Individual or Group Projects? How A History Teacher Encourages Students To Choose

Team Projects vs. Solo Projects To allow students to work in a group, or to have them do it solo; that is the question. This is not just a social studies teacher issue, but one that transcends all disciplines and stretches far back into our collective memory as teachers. Everyone has an opinion on this, and many teachers will tell you that they ALWAYS do some strategy because they had a positive or negative experience …

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