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Teaching To The Test | GothamSchools

Teaching To The Test | GothamSchools | Teaching History Thematically | Scoop.it

Teaching my students the depth and breadth of knowledge necessary to pass this exam was a yearlong process.  Before my second year I decided to teach thematically instead of chronologically, anticipating that my students would learn more by studying a few key ideas in-depth than by exposure to a traditional survey approach. This meant I had to choose my themes carefully, so I could introduce many regions and eras under the umbrella of one big idea. My themes included industrialization, imperialism, and human rights, among others.

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Teaching History Thematically
Resources to investigate the successes and challenges of teaching history thematically.
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In Defense of Thematic World History « Haraka Haraka Haina Baraka

In Defense of Thematic World History « Haraka Haraka Haina Baraka | Teaching History Thematically | Scoop.it

In teaching the History of the World from 1500 to today, the daunting challenge is all about organization. Any good historian who truly loves their craft will confess that content selection is by far the most difficult and painful part of the process of teaching: what do you cover? What do you cut out? Can you make time for this, or that, or do they both need to go? Every summer I struggle with this question, and last summer I decided that for the first time, I was going to teach history outside of chronology and instead be thematic. And now that I’m sitting her proctoring my exam for the first semester of the class and reflecting on how things have been, I’m proud to say that I think it’s been going pretty well.

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"I Don't Remember--the Ideas Are All Jumbled in My Head": Eighth Graders' Reconstructions of Colonial American History.

This paper examines ways for students to learn the importance of history. It provides teachers with ideas and thoughts about different approaches to teaching history. The study examined how students viewed historical time, made historical judgments, and what students saw as historically important.

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Teaching To The Test | GothamSchools

Teaching To The Test | GothamSchools | Teaching History Thematically | Scoop.it

Teaching my students the depth and breadth of knowledge necessary to pass this exam was a yearlong process.  Before my second year I decided to teach thematically instead of chronologically, anticipating that my students would learn more by studying a few key ideas in-depth than by exposure to a traditional survey approach. This meant I had to choose my themes carefully, so I could introduce many regions and eras under the umbrella of one big idea. My themes included industrialization, imperialism, and human rights, among others.

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Rachel G. Ragland | Changing Secondary Teachers' Views of Teaching American History | The History Teacher, 40.2 | The History Cooperative

Rachel G. Ragland | Changing Secondary Teachers' Views of Teaching American History | The History Teacher, 40.2 | The History Cooperative | Teaching History Thematically | Scoop.it

CHANGING TEACHING PRACTICES in secondary history classrooms requires teachers to first change their attitudes and views towards teaching history. This was a key finding that emerged from the analysis of changes that took place in the teachers' classrooms during the course of our Teaching American History grant project that was successful in changing teachers' views and attitudes. What follows is a summary of the teachers' practices, ideas, and attitudes about teaching history before participating in the program, the professional development activities that took place with the goal of changing these attitudes and practices, and a summary of the new ideas and practices that were documented after the program. Key curriculum elements in the program that are believed to have produced the most significant changes in attitudes and classroom instruction will be highlighted.

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JSTOR: How Thematic Teaching can transform History Education

The Clearing House, Vol. 68, No. 3 (Jan. - Feb., 1995), pp. 160-162

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Knowing, teaching, and learning history: national and international perspectives - Peter N. Stearns, Peter C. Seixas, Samuel S. Wineburg - Google Books

Knowing, teaching, and learning history: national and international perspectives - Peter N. Stearns, Peter C. Seixas, Samuel S. Wineburg - Google Books | Teaching History Thematically | Scoop.it

As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about the teaching of history.

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LAT 2/24/05: editorial on history teaching

Imagine this: Nearly a third of the students who apply to Stanford's master's in teaching program to become history teachers have never taken a single college course in history. Outrageous? Yes, but it's part of a well-established national pattern. Among high school history teachers across the country, only 18% have majored (or even minored) in the subject they now teach.

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Diana Laufenberg on Teaching History Thematically | Teachinghistory.org

Diana Laufenberg on Teaching History Thematically | Teachinghistory.org | Teaching History Thematically | Scoop.it

History is a series of events and causal relationships, stories and tragedies and successes, that when strung together weave narratives of peoples and places. To teach this has proven quite tricky throughout American education. Any history teacher watching Jay Leno and his random trivia questions cringes in horror at the utter lack of historical understanding in the greater American populace. However, one must ask, "If we teach history every year in school, why do the students retain so little of the information?"

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Jennie Munson's curator insight, May 1, 2013 8:30 AM

"If we teach history every year in school, why do the students retain so little of the information?"