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This practical book addresses the consistent questions that were
posed by secondary social studies teachers during professional
learning sessions. In particular, it examines ways to break through
the inclination and perception expressed by many teachers that "my
kids cannot do that." Drawing on 22 years as a high school history
teacher, 7 years as a state level curriculum specialist, and
extensive work with in-service teachers across the country, the
author provides research-based guidance for engaging students in
investigating the past. Lesh examines ways to develop effective
questions that guide historical inquires, how to utilize discussion
in the classroom, and how to align assessment to inquiry. He also
shows teachers how to incorporate difficult histories within an
inquiry framework. Each chapter uses a specific lesson, framed by
student work, to illuminate approaches in real classroom scenarios.
Topics include The Pullman Strike of 1894, the Marcus Garvey
question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+
fight for rights, and multiple lessons from World War I. This
follow-up to the author's book "Why Won't You Just Tell Us the
Answer?" fills in gaps and expands tools and classroom examples to
assist today's teachers. Book Features: Offers ways to promote
teacher growth as it pertains to historical thinking. Demonstrates
how to align investigating the past with the needs of reluctant
readers and students with special needs. Provides lesson materials
and instructional guidance. Addresses how to teach difficult
subjects, such as LGBTQ+ history. Aligns historical literacy with
inquiry-based instruction.
This practical book addresses the consistent questions that were
posed by secondary social studies teachers during professional
learning sessions. In particular, it examines ways to break through
the inclination and perception expressed by many teachers that "my
kids cannot do that." Drawing on 22 years as a high school history
teacher, 7 years as a state level curriculum specialist, and
extensive work with in-service teachers across the country, the
author provides research-based guidance for engaging students in
investigating the past. Lesh examines ways to develop effective
questions that guide historical inquires, how to utilize discussion
in the classroom, and how to align assessment to inquiry. He also
shows teachers how to incorporate difficult histories within an
inquiry framework. Each chapter uses a specific lesson, framed by
student work, to illuminate approaches in real classroom scenarios.
Topics include The Pullman Strike of 1894, the Marcus Garvey
question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+
fight for rights, and multiple lessons from World War I. This
follow-up to the author's book "Why Won't You Just Tell Us the
Answer?" fills in gaps and expands tools and classroom examples to
assist today's teachers. Book Features: Offers ways to promote
teacher growth as it pertains to historical thinking. Demonstrates
how to align investigating the past with the needs of reluctant
readers and students with special needs. Provides lesson materials
and instructional guidance. Addresses how to teach difficult
subjects, such as LGBTQ+ history. Aligns historical literacy with
inquiry-based instruction.
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