| 000 | 00000cam u2200205 i 4500 | |
| 001 | 000046130552 | |
| 005 | 20221017124331 | |
| 008 | 221017s2016 nyua b 001 0 eng | |
| 010 | ▼a 2015005060 | |
| 020 | ▼a 9781138859579 (hardback) | |
| 020 | ▼a 9781138859586 (pbk.) | |
| 020 | ▼z 9781315717111 (e-book) | |
| 035 | ▼a (KERIS)REF000017759034 | |
| 040 | ▼a DLC ▼b eng ▼c DLC ▼e rda ▼d DLC ▼d 211009 | |
| 042 | ▼a pcc | |
| 043 | ▼a n-us--- | |
| 050 | 0 0 | ▼a D16.3 ▼b .D69 2016 |
| 082 | 0 0 | ▼a 907.1/073 ▼2 23 |
| 084 | ▼a 907.1073 ▼2 DDCK | |
| 090 | ▼a 907.1073 ▼b D748t | |
| 100 | 1 | ▼a Downey, Matthew T., ▼e author. |
| 245 | 1 0 | ▼a Teaching for Historical Literacy : ▼b Building Knowledge in the History Classroom / ▼c Matthew T. Downey and Kelly A. Long. |
| 260 | ▼a New York : ▼b Routledge/Taylor & Francis Group, ▼c 2016. | |
| 264 | 1 | ▼a New York : ▼b Routledge/Taylor & Francis Group, ▼c 2016. |
| 300 | ▼a xiii, 192 p. : ▼b ill. ; ▼c 24 cm. | |
| 336 | ▼a text ▼2 rdacontent | |
| 337 | ▼a unmediated ▼2 rdamedia | |
| 338 | ▼a volume ▼2 rdacarrier | |
| 504 | ▼a Includes bibliographical references and index. | |
| 505 | 0 | ▼a Historical literacy -- Historical thinking -- History as inquiry -- Historical knowledge -- Plan instruction -- Activate prior learning -- Preview the learning to come -- Collect evidence -- Analyze and evaluate -- Make connections -- Synthesize -- Apply historical knowledge. |
| 650 | 0 | ▼a History ▼x Study and teaching ▼z United States. |
| 700 | 1 | ▼a Long, Kelly Ann, ▼d 1957-, ▼e author. |
| 945 | ▼a ITMT |
소장정보
| No. | 소장처 | 청구기호 | 등록번호 | 도서상태 | 반납예정일 | 예약 | 서비스 |
|---|---|---|---|---|---|---|---|
| No. 1 | 소장처 중앙도서관/서고7층/ | 청구기호 907.1073 D748t | 등록번호 111870140 (6회 대출) | 도서상태 대출중 | 반납예정일 2026-01-02 | 예약 예약가능 | 서비스 |
컨텐츠정보
책소개
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.
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.
정보제공 :
목차
HISTORICAL LITERACY. Chapter One: Historical Literacy. Chapter Two: Historical Thinking. HISTORICAL INQUIRY AND INSTRUCTIONAL DESIGN. Chapter Three: History as Inquiry. Chapter Four: Historical Knowledge. Chapter Five: Plan Instruction. GETTING LEARNING UNDER WAY. Chapter Six: Activate Prior Learning. Chapter Seven: Preview the Learning to Come. BUILDING HISTORICAL KNOWLEDGE. Chapter Eight: Collect Evidence. Chapter Nine: Analyze and Evaluate. Chapter Ten: Make Connections. Chapter Eleven: Synthesize. APPLYING THE LEARNING. Chapter Twelve: Apply Historical Knowledge.