Doing History (Record no. 60153)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03537 a2200253 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240425b 2023|||||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| ISBN | 9781032016931 (PB) |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | eng |
| 080 ## - UNIVERSAL DECIMAL CLASSIFICATION NUMBER | |
| Universal Decimal Classification number | 374 |
| Item number | LEV |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Levstik, Linda S. |
| 245 ## - TITLE STATEMENT | |
| Title | Doing History |
| Sub Title | : Investigating with Children in Elementary and Middle Schools |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 6th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher | Routledge |
| Year of publication | 2023 |
| Place of publication | New York |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | xvii, 226p. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes References (201-219) and Index |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 1. Past, Present, and Future: The Sociocultural Context for Studying History<br/>2. It’s Not Just a Mishap: The Theory Behind Historical Inquiry<br/>3. There Aren’t a lot of "For Sure" Facts: Building Communities of Historical Inquiry <br/>4. To Find out Things We Didn’t Know about Ourselves: Personal Histories 5. Tell Me about Yourself: Linking Children to the Past through Family Histories <br/>6. "I Think Columbus Went to Hell!" Connections and Controversies in World History<br/>7. Camel Dies, Lose Three Turns: Scaffolding Inquiry into World History<br/>8. Rats in the Hospital: Creating a History Museum<br/>9. I have no Experience with This! Historical Inquiry in an Integrated Social Studies Setting<br/>10. Why Isn’t That in the Textbook? Fiction, Nonfiction, and Historical Thinking <br/>11. Oh, Good! We Get to Have…A Reasoned Discussion: Putting Conflict in Context <br/>12. In My Opinion, it Could Happen Again: How Attitudes and Beliefs have Changed over Time<br/>13. Nosotros La Gente: Honesty and Diversity in U.S. History<br/>14. The Arts Make Us All Part of Humankind: Cognitive Pluralism in History Teaching and Learning |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | The book is grounded in the view that children can engage in valid forms of historical inquiry—asking questions, collecting and analyzing evidence, examining the varied perspectives and experiences of people in the past, and creating evidence-based historical accounts and interpretations. Grounded in contemporary sociocultural theory and research, the text features vignettes in each chapter showing communities of teachers and students doing history in environments rich in literature, art, writing, and discussion. The authors explain how these classrooms reflect contemporary principles of teaching and learning, and thus, the descriptions not only provide specific examples of successful activities but also place them in a context that allows teachers to adapt and apply them in a wide range of settings.<br/><br/>Doing History emphasizes diversity in two ways: Readers encounter students from a variety of backgrounds and see how their diverse experiences can form the foundation for learning, and they also see examples of how teachers can engage students with diverse experiences and perspectives in the past, including those that led to conflict and oppression. The book also discusses principles for working with English learners and newcomers, and it provides guidance in using multiple forms of assessment to evaluate the specifically historical aspects of children’s learning.<br/><br/>Updates to this edition include updated historical and instructional examples to ensure currency, new suggestions for children’s literature to support good teaching, expanded attention to teaching about oppressed groups in history, and greater attention to when historical perspective taking is and is not appropriate. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | History -- Study and teaching |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Education |
| Geographic subdivision | Barton, Keith C. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Teaching and learning |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | General |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Barton, Keith C. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | BOOKS |
| Withdrawn status | Lost status | Damaged status | Not for loan | Current library | Shelving location | Full call number | Accession Number | Koha item type |
|---|---|---|---|---|---|---|---|---|
| IMSc Library | First Floor, Rack No: 6, Shelf No: 4 | 374 LEV | 77699 | BOOKS |