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Historians and teacher educators nationwide are now engaged in
discussions about the importance of history teacher preparation.
Interest within the history profession about the teaching of K-12
history has increased significantly during the past two decades,
particularly since the controversy over the National Standards for
History's publication. This attention is evident not only in the
historical professions' various publications, but also in the
federal government's multi-million dollar Teaching American History
Program and the No Child Left Behind Act. Professional historians
are increasingly committed to improving the teaching of history at
the K-12 level through many forms of collaboration. History
Education 101's thirteen essays are organized into three sections:
context, practice, and new directions. The essays' contributors,
tenured faculty who teach history teaching methods courses in
colleges and universities throughout the United States, focus on
how history education has, is, and will be taught to new K-12
teachers throughout the United States.Perhaps more than ever, it is
critical for Americans to understand the role of higher education
in the preparation of future middle and high school history
teachers. This book provides important insights for academics in
history and education departments as well as other individuals who
are concerned with the status and improvement of history teaching
in the schools, particularly current and future elementary and
secondary teachers and administrators.
While many methods texts have an add-on chapter on technology, this
book integrates the use of technology into every phase of the
teaching profession. Filled with decision-making scenarios and
reflective questions that help bring the material to life, it
covers the development of teaching technologies, developing lesson
plans, and actual instructional models in history and social
studies. An appendix provides sample lessons, sample tests, a list
of resources, and other practical materials.
While many methods texts have add-on chapters on teaching with
technology, this book integrates the use of technology into every
phase of the teaching profession. Filled with decision-making
scenarios and reflective questions that help bring the material to
life, it covers the development of teaching technologies and lesson
plans, and includes actual instructional models in history and
social studies. An appendix provides sample lessons, sample tests,
a list of resources, and other practical materials.
Historians and teacher educators nationwide are now engaged in
discussions about the importance of history teacher preparation.
Interest within the history profession about the teaching of K-12
history has increased significantly during the past two decades,
particularly since the controversy over the National Standards for
History's publication. This attention is evident not only in the
historical professions' various publications, but also in the
federal government's multi-million dollar Teaching American History
Program and the No Child Left Behind Act. Professional historians
are increasingly committed to improving the teaching of history at
the K-12 level through many forms of collaboration. History
Education 101's thirteen essays are organized into three sections:
context, practice, and new directions. The essays' contributors,
tenured faculty who teach history teaching methods courses in
colleges and universities throughout the United States, focus on
how history education has, is, and will be taught to new K-12
teachers throughout the United States.Perhaps more than ever, it is
critical for Americans to understand the role of higher education
in the preparation of future middle and high school history
teachers. This book provides important insights for academics in
history and education departments as well as other individuals who
are concerned with the status and improvement of history teaching
in the schools, particularly current and future elementary and
secondary teachers and administrators.
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