Literaturnachweis - Detailanzeige
| Autor/inn/en | Goudvis, Anne; Harvey, Stephanie |
|---|---|
| Titel | Teaching for Historical Literacy |
| Quelle | In: Educational Leadership, 69 (2012) 6, S.52-57 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1784 |
| Schlagwörter | Stellungnahme; Social Studies; Personal Narratives; History Instruction; Controversial Issues (Course Content); Culturally Relevant Education; Educational Practices; Cultural Education; United States History; Cultural Literacy; Teaching Methods |
| Abstract | Just as people focused on education in the United States call for more content-rich curriculums, elementary schools in many areas have squeezed history and social studies out of their school day. When social studies is taught, it's often characterized by overreliance on a textbook and "covering" isolated facts; extended, engaged reading is not made integral to this teaching. Students, the authors argue, aren't doing the kind of reading that engages them in the fascinating questions of history--or shown the personal stories, questions, and controversies that are part of the past and that yield meaningful knowledge for being a U.S. citizen today. They argue for teaching for "historical literacy." Teachers are encouraged to adapt four practices in their approach to both teaching history and choosing accompanying texts: (1) interact with many texts; (2) ask questions for different purposes; (3) evaluate authors' purposes and perspectives; and (4) interpret historical fiction picture books. (Contains 2 figures.) (As Provided). |
| Anmerkungen | ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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