This is the only book to feature extensive descriptions and analysis of elementary students engaged in historical inquiry. It is also thoroughly grounded in contemporary theory and research on teaching and learning, and it reflects detailed applications of principles of historical research and interpretation, as well as the role of the subject in preparing students for democratic civic participation
Updates to this new edition include:
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- Expanded coverage of teaching about topics involving conflict and oppression, including enslavement and the dispossession of Native lands.
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- Inclusion of principles for historical perspective-taking activities that reflect historical agency and avoid reenactment of trauma and oppression.
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- Updated explanation of methods for engaging students in deliberative discussions, reflecting changing public and political climates and recent research on teaching controversial issues.
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- Expanded guidance for finding children's literature that addresses a variety of historical topics and reflects a range of perspectives and experiences.
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- Updated overview of principles of teaching and learning, along with incorporation of recent theory and research on teaching and learning history.
Linda S. Levstik is Professor Emerita in the Department of Curriculum and Instruction at the University of Kentucky, USA.
Keith C. Barton is Professor in the Department of Curriculum and Instruction and Adjunct Professor of History at Indiana University, USA.
Title: Doing History: Investigating with Children in Elementary and Middle Schools
Author: Barton, Keith C.,Levstik, Linda S.
ISBN: 9781032016931
Binding:
Publisher: Taylor & Francis Ltd
Publication Date: 2022-09-06
Number of Pages: 226
Weight: 0.4492 kg
As a path-breaking, field-defining text, Doing History is a timeless, essential and mindful resource for social studies educators. In this revised edition, Levstik and Barton inspire teachers to confront the diverse realities of a complex and conflicted history by guiding students in the study of history as a multifarious array of choices complicated by social, political, and economic factors deeply rooted in cultural variation, controversy, perplexing dilemmas, and persistent historic issues. Grounded in authentic and research-informed classroom applications, each chapter presents tools to constructively empower students as transformative, agentic beings capable of engaging in historical inquiry which teaches them how to seek justice, learn from diverse people, exercise reasoned deliberation, intelligently participate in community-facing civil action, and live harmoniously in a complex, diverse world.
Tina L. Heafner, Professor of Social Studies Education, University of North Carolina-Charlotte, USA, and former President, National Council for the Social Studies
A foundational text for teaching history to elementary and middle school students! Through vivid teaching examples, Levstik and Barton show how young students can grapple with the complexities of history. The authors present theory-informed pedagogical practices for inquiry-based instruction, historical research, deliberation, and arts integration while also providing varied ways to assess students' historical thinking and disciplinary skills and methods to support English Language Learners. This new edition includes updated classroom examples and the latest scholarship to guide educators in teaching controversy and inclusive histories. All social studies educators need a copy in their professional library!
Sara B. Demoiny, Assistant Professor of Elementary Education, Auburn University, USA.
