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Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms (0) Paperback – June 10, 2011
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Top Customer Reviews
The instructional units in the book are fully self-contained and include original historical sources, student guides and teacher directions. The guides use clean, direct formats and questions; this means the resulting student thought is complex, but the activities themselves are straightforward and simple to implement. Teacher-friendly formatting is also evident in the table overview of the book on page vii of the introduction. Each unit's core question, key historical thinking concept, and focal teaching strategy are listed in a table. This at-a-glance organizer will help teachers plan when to integrate the units into their courses. In future editions of the book, it would be good to see the information in this table added to the front of each chapter/unit.
Teachers that use the lessons in the Reading like a Historian book will also want to access the many additional Reading like a Historian lessons that are available online.
As a curriculum and professional development designer, I have seen many commercial and non-profit history instructional units of historical integrity, but that are utterly impractical for teachers to actually use.Read more ›
I have spent years teaching and providing instructional coaching in classrooms where students range in reading level from primary through college. And I have spent hours combing through primary sources in search of ones that will be compelling and accessible to my students, and hours more doing my own background reading to determine the major issues for a given event. There have been plenty of times when I've run classes that only do part of what I want to do, or only do what I want to do for some of my students.
If this sounds familiar, this book is for you. Reading Like A Historian is easy to use, but not in the "follow this script" way. The authors assume that teachers are knowledgeable in their content area and about their students, and provides tools teachers can use flexibly to meet the needs of their classrooms. Reading Like a Historian also assumes that, as a teacher, your goal is not one or two interesting activities but rather a course that engages students consistently and supports them in becoming independent readers, writers and thinkers.Read more ›
Most importantly, this work offers teachers at ALL levels a flexible interface to engage in this type of approach to student learning. As Wineburg himself says, he wants students to develop their historical thinking skills so that they are educated consumers and citizens. Too often, those of us in the ivory tower have tried to get our students to read and interpret history just like we do. With the exception of our best students, that just isn't realistic or even possible. In fact, they often do it on our own because they arrive on our door step with their toolkits in hand.
Even students reading below grade level can benefit from Wineburg's approach. Furthermore, the authors do not throw the baby out with the bathwater. Instead, they demonstrate for teachers and students how to use a textbook as one of many sources. No matter your individual opinions about textbooks, they are a fact of life for most classrooom teachers engaging their student in the study of history. And school administrators, school boards, and parents expect them to be used. This book gives them the opportunity to more effectively utilize these extant classroom materials.
Reading ...Read more ›
Most Recent Customer Reviews
Prof. Weinburg's work at SHEG has totally re-energized my teaching! I read one of his books about teaching social studies and then discovered SHEG after doing a Google search... Read morePublished on June 22, 2013 by Coach Pritch
I haven't read it yet nyernyer nyer nyer nyer! this review should be completely useless as it has been solicitied previous to my reading the bookPublished on December 16, 2012 by Mr
I used two of the chapters from this book in an undergraduate U.S. survey class composed of non-majors. The chapters worked like a charm, and I wish that I had used more. Read morePublished on July 28, 2012 by FPatrick
I truly feel that the value of this resource isn't necessarily the lessons, which are very engaging and thought provoking, but the templates by which you can adapt your own content... Read morePublished on November 4, 2011 by Tim Johnson--History Teacher
What Prof. Wineburg has accomplished is so utterly refreshing from the standard fare of the last 15 years. Read morePublished on October 30, 2011 by M. L. Kokol