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by Daisy Martin,Chauncey Monte-Sano,Sam Wineburg

Daisy_Martin Chauncey_Monte-Sano Sam_Wineburg Schools_and_Teaching English
  • ISBN: 0807752134
  • Category: Education & Teaching
  • Author: Daisy Martin,Chauncey Monte-Sano,Sam Wineburg
  • Subcategory: Schools & Teaching
  • Other formats: lrf docx lrf lit
  • Language: English
  • Publisher: Teachers College Press; 60745th edition (June 10, 2011)
  • Pages: 192 pages
  • FB2 size: 1370 kb
  • EPUB size: 1852 kb
  • Rating: 4.9
  • Votes: 399
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Start reading Reading Like a Historian on your Kindle in under a minute As Wineburg himself says, he wants students to develop their historical thinking skills so that they are educated consumers an. .

Start reading Reading Like a Historian on your Kindle in under a minute. If this sounds familiar, this book is for you. Reading Like A Historian is easy to use, but not in the "follow this script" way. The authors assume that teachers are knowledgeable in their content area and about their students, and provides tools teachers can use flexibly to meet the needs of their classrooms. As Wineburg himself says, he wants students to develop their historical thinking skills so that they are educated consumers and citizens. Too often, those of us in the ivory tower have tried to get our students to read and interpret history just like we do.

Reaching beyond textbooks, this is a guide to teaching "historical reading" with middle and high school students

Reading Like a Historian: Teaching Literacy in. Middle and High School. S. Wineburg, D. Martin, & C. Monte-Sano (2011). Reaching beyond textbooks, this is a guide to teaching "historical reading" with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, "Reading Like a Historian", in your classroom to increase academic literacy and spark students' curiosity.

By: Sam Wineburg;Daisy Martin;Chauncey Monte-Sano. This popular text shows how to apply Wineburg's highly acclaimed approach to teaching -Reading Like a Historian- to middle and high school classrooms, increasing academic literacy and sparking students' curiosity. Publisher: Teachers College Press. Print ISBN: 9780807754030, 080775403X. Each chapter begins with an introductory essay that sets the stage of a key moment in American history-beginning with exploration and colonization and the events at Jamestown and ending with the Cuban Missile Crisis.

Reading Like a Historian book. Goodreads helps you keep track of books you want to read

Reading Like a Historian book. Goodreads helps you keep track of books you want to read. Start by marking Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (0) as Want to Read: Want to Read savin. ant to Read.

Sam Wineburg, Daisy Martin, Chauncey Monte-sano. This popular text shows how to apply Wineburg's highly acclaimed approach to teaching-Reading Like a Historian-to middle and high school classrooms, increasing academic literacy and sparking students' curiosity. Each chapter begins with an introductory essay that sets the stage of a key moment in American history-beginning with exploration and colonisation and the events at Jamestown and ending with.

Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms. Sam Wineburg, Daisy Martin and Chauncey Monte-Sano.

Reading Like a Historian : Teaching Literacy in Middle and High School History Classrooms. by Daisy Martin, Sam Wineburg, Chauncey Monte-Sano. This popular text shows how to apply Wineburg's highly acclaimed approach to teaching- Reading Like a Historian -to middle and high school classrooms, increasing academic literacy and sparking students' curiosity.

Reading this book offers a guide for reading like a historian to other histories.

New York: Teachers College Press focus on discipline-based reading to promote historical inquiry. Reading this book offers a guide for reading like a historian to other histories.

4. High school teaching-United States. I. Martin, Daisy, 1962– II. Monte-Sano, Chauncey.

No part of this publication may be reproduced or transmitted in any form or by anymeans, electronic or mechanical, including photocopy, or any information storage and retrieval system,without permission from the publisher. 4.

Rent Reading Like A Historian at Chegg. com and save up to 80% off list price and 90% off used textbooks. Subtitle Teaching Literacy in Middle and High School History Classrooms. eISBN13: 9780807772379. More Books . ABOUT CHEGG.

''The focusing questions, the teaching tips, and the primary sources make it possible for any teacher of history and social studies to help students become more interested, careful, and effective in handling information. The beauty of the book is that the authors show how to accomplish this while working with even the most traditional dreary textbook. Any educator interested in producing more thoughtful students should buy and use this book!''--Grant Wiggins, president of Authentic Education, co-author of Understanding by Design and Schooling by Design''What a great resource for teachers of history! This book explains how teachers can help students bring a critical eye to history, teaching ways of thinking that they can use in all of their studies.''--Diane Ravitch, research professor of education at New York University, author of The Death and Life of the Great American School System''Everyone agrees that developing 'critical thinking skills' is essential for 21st century learners. But how? This wonderful book vividly illustrates how teachers of history--and, indeed, other subjects--can teach students to be critical thinkers and democratic participants, as well as more effective readers. All educators who want to promote deeper understanding should read and use this book.''--Linda Darling-Hammond, Charles E. Ducommun Professor of Teaching and Teacher Education, Stanford University, author of The Flat World and EducationReaching beyond textbooks, this is a guide to teaching ''historical reading'' with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, Reading Like a Historian, in your classroom to increase academic literacy and spark students' curiosity. Each chapter begins with an introductory essay that sets the stage of a key moment in American history--beginning with exploration and colonization and the events at Jamestown and ending with the Cuban Missile Crisis. Following each essay are all the materials you'll need to teach this topic--primary documents, charts, graphic organizers, visual images, and political cartoons--as well as suggestions for where to find additional resources on the Internet and guidance for assessing students' understanding of core historical ideas. Reading Like a Historian will help you use your textbook creatively and give you ideas for how historical instruction can enhance students' skills in reading comprehension. Get started today and watch the excitement unfold in your classroom!Contents: 1. Did Pocahontas Rescue John Smith? 2. ''Standing Tall'' or Fleeing the Scene? 3. Lincoln in Context 4. Columbus Day: 1892, Not 1492 5. Electricity and Women's Work: Who Really Benefited? And When? 6. ''Dust to Eat, and Dust to Breathe, and Dust to Drink'' 7. Rosa Parks and the Montgomery Bus Boycott 8. To Blink or Not to Blink: The Cuban Missile Crisis
Reviews about Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (0) (7):
Snake Rocking
As a middle and high school history teacher, I want my students to learn to think like historians -- to read primary sources deeply and critically, to weigh different accounts, and to develop and defend their own interpretations of the past. I also want to help them become stronger, more independent readers of a variety of texts. And, of course, I want them to develop content knowledge that includes not just who, what and when, but a good understanding of the themes and concepts that give meaning to the facts.

I have spent years teaching and providing instructional coaching in classrooms where students range in reading level from primary through college. And I have spent hours combing through primary sources in search of ones that will be compelling and accessible to my students, and hours more doing my own background reading to determine the major issues for a given event. There have been plenty of times when I've run classes that only do part of what I want to do, or only do what I want to do for some of my students.

If this sounds familiar, this book is for you. Reading Like A Historian is easy to use, but not in the "follow this script" way. The authors assume that teachers are knowledgeable in their content area and about their students, and provides tools teachers can use flexibly to meet the needs of their classrooms. Reading Like a Historian also assumes that, as a teacher, your goal is not one or two interesting activities but rather a course that engages students consistently and supports them in becoming independent readers, writers and thinkers.

Each unit includes all of the pieces you need -- an essay that provides an overview of the historiography of the event, and situates the sources provided within that historiography; suggestions about the disciplinary questions that drive a unit; several lesson "plans" for how you might use the resources; primary source documents -- both an adapted version suitable for middle school readers and the original for stronger readers; and tools that support students as they read the documents (graphic organizers, focus questions, writing prompts, etc.). The units can be used alone, but using them together will help students develop proficiency with the tools of a historian - analyzing images, corroborating sources, citing evidence, etc. The tools and lessons would also be easy to adapt for use with other topics and materials, and the authors suggest this as a way to further build students' abilities to think like historians. Each chapter provides a list of skills developed by the activities and documents in that unit.
Keth
Stanford Professor Sam Wineburg has been leading a multi-tiered revolution in the world of not only teaching but, more importantly, student learning in history and social studies. This book not only provides the context for what Sam and his able team (Daisy Martin and Chauncey Monte-Sano, among others) have been doing for the last several years, it provides practical examples of a variety of learning tools along with specific historical examples to fully demonstrate these tools.

Most importantly, this work offers teachers at ALL levels a flexible interface to engage in this type of approach to student learning. As Wineburg himself says, he wants students to develop their historical thinking skills so that they are educated consumers and citizens. Too often, those of us in the ivory tower have tried to get our students to read and interpret history just like we do. With the exception of our best students, that just isn't realistic or even possible. In fact, they often do it on our own because they arrive on our door step with their toolkits in hand.

Even students reading below grade level can benefit from Wineburg's approach. Furthermore, the authors do not throw the baby out with the bathwater. Instead, they demonstrate for teachers and students how to use a textbook as one of many sources. No matter your individual opinions about textbooks, they are a fact of life for most classrooom teachers engaging their student in the study of history. And school administrators, school boards, and parents expect them to be used. This book gives them the opportunity to more effectively utilize these extant classroom materials.

Reading Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Critical Perspectives On The Past) laid the foundation for what Wineburg and his team at the Stanford History Education Group and, later the National History Education Clearinghouse that he co-founded, do with this text and is also well worth consulting.

Even if you have little or no background in historical literacy, you can easily pick up this book and understand the approaches identified by the authors. Their experience in a variety of diverse classrooms along with their ability to do heavy-duty research worthy of the National Science Foundation is clearly illustrated here. This is what research dissemination is all about if we ever want to make a positive difference in students' lives and our own futures.
Jairani
Prof. Weinburg's work at SHEG has totally re-energized my teaching! I read one of his books about teaching social studies and then discovered SHEG after doing a Google search about him. The book does a nice job outlining historical reading/thinking skills. Add his work to some use of the Library of Congress' TPS program and you've got yourself a lot of material to boost student interest. I can't recommend this book enough. Also check out Bruce Lesh's book too!
santa
This book is divided into about 7-8 historical themes. One is Pocahontas, Was Lincoln a Racist?, a Dustbowl, Lexington/Concord--Standing Tall or Fleeing? units among others. There are primary documents for the students to read. There are questions for the students to think critically about. Your students can work in pairs or small groups to provide an affirmative stance of the questions asked in the units, or negate the stance in the units. They must provide evidence from the reading materials about their thoughts. This is truly the way I think history SHOULD be taught!!
fr0mTheSkY
Essential for any history teacher who wants to improve his/her craft. Full of good examples and things to consider deeply.
Cargahibe
Just what I needed!!
Thozius
Excellent. Product came in fast.
The methods demonstrated in this book are great ways to get started on having students use primary and secondary sources in the classroom.

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