''Why Won't You Just Tell Us the Answer?''

Teaching Historical Thinking in Grades 7-12

Every major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach history -- lecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations.

Shipping Details
In stock. Free ground shipping. No minimum.

Description

Every major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach history -- lecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations. And now in his ...read more

About the Author(s)

Bruce Lesh was a high school teacher and social studies department chair for twenty-two years in Baltimore County Public Schools where he taught American history, world history, and Advanced Placement United States Politics and Government.

Table of Contents

  • Contents
  • Foreword
  • Acknowledgments
  • Introduction
  • Chapter 1: Reinventing My Classroom: Making Historical Thinking Reality
  • Chapter 2: Introducing Historical Thinking: Nat Turner's Rebellion of 1831
  • Chapter 3: Text, Subtext, and Context: Evaluating Evident and Exploring President Theodore Roosevelt and the Panama Canal
  • Chapter 4: Using the Rail Strike of 1877 to Teach Chronological Thinking and Causality
  • Chapter 5: "Revolution in the Air": Using the Bonus March of 1932 to Teach Multiple Perspectives
  • Chapter 6: Continuity and Change over Time: Custer's Last Stand or the Battle of the Greasy Grass?
  • Chapter 7: Long or Short? Using the Civil Rights Movement to Teach Historical Significance
  • Chapter 8: Trying on the Shoes of Historical Actors: Using the Truman-MacArthur Debate to Teach Historical Empathy
  • Chapter 9: "How Am I Supposed to Do This Every Day?" Historical Investigations Versus Sleep
  • Chapter 10: Overoming the Barrier to Change
  • Afterword: The End or Just the Beginning?
  • Bibliography
  • Index

Product Details

Grade Range: 7-12
Media: 240 pp/paper
Year: 2010
Item No: 0812Item No: 0906Item No: B812
ISBN: 978-157110-812-8ISBN: 978-157110-906-4ISBN: 978-15711B-812-8

Share

Share