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• Cover
• Half-Title
• Endorsements
• Title
• Copyright
• Dedication
• Contents
• Preface
• Acknowledgments
• Author Biographies
• Chapter 1 Past, Present, and Future: The Sociocultural Context for Studying History
• History Involves Multiple Activities and Purposes
• History Helps Us Picture Possible Futures
• History Is about Significant Themes and Questions
• History Is Interpretive
• History Is Explained through Narratives
• History Is More Than Politics
• History Is Controversial
• The Goal of History Education
• Conclusions
• Chapter 2 It’s Not Just a Mishap: The Theory behind Historical Inquiry
• Students Learn When They Construct Meaning
• Purposeful Social Activity Promotes Meaning
• Learning History Involves Inquiry
• Teaching Means Scaffolding
• Assessment Must Be Constructive
• Conclusions
• Chapter 3 There Aren’t a Lot of “For Sure” Facts: Building Communities of Historical Inquiry
• Talking Historically
• Recognizing Perspective and Agency
• The Importance of Questions
• Prior Knowledge
• Imaginative Entry
• Taking Action
• Reflection and Assessment
• Conclusions
• Chapter 4 To Find Out Things We Didn’t Know About Ourselves: Personal Histories
• Asking Historical Questions
• Collecting Historical Information
• Drawing Conclusions and Reflecting on Learning
• English Learners, Newcomers, and History
• Assessing Students’ Learning
• The “History of Me” and Family Diversity
• Extensions
• Conclusions
• Chapter 5 Tell Me About Yourself: Linking Children to the Past through Family Histories
• Connecting Students to Important Historical Themes
• Imaginative Entry: Personalizing History
• Collecting and Interpreting Information
• Supporting Language Development
• Assessment and Feedback
• How Did We Get Here? Linking Students to Larger Narratives
• Family History and Diversity
• Extensions
• Conclusions
• Chapter 6 “I Think Columbus Went to Hell!”: Connections and Controversies in World History
• World History: Comparisons, Interactions, Patterns
• Making Connections
• Start Globally, Connect Locally
• Start Locally, Connect Globally
• Common Experiences and Critical Perspectives in World History
• Controversy and Inquiry
• Assessing History Outcomes
• Conclusions
• Chapter 7 Camel Dies, Lose Three Turns: Scaffolding Inquiry into World History
• Creativity and the Construction of Meaning
• Choices, Connections, Comparisons
• Multiple Forms of Media in the History Classroom
• Developing Language through Active Engagement
• When Objects Are the Primary Sources
• Cooperative Learning and Technology
• Assessment in a Multimedia Environment
• Conclusions
• Chapter 8 Rats in the Hospital: Creating a History Museum
• Imaginative Entry
• Turning Interest into Researchable Questions
• Finding Answers to Questions
• Reaching Conclusions
• Investigating with English Learners
• Assessment and Self-regulated Learning
• Developing an Understanding of Time and Chronology
• Extensions
• Conclusions
• Chapter 9 I Have No Experience with This!: Historical Inquiry in an Integrated Social Studies Setting
• All Questions Are Not Created Equal: Moving beyond the Superficial
• Flexibility Is Essential: Building on Student Discoveries
• Maintaining Focus
• Now, What Does It Mean?
• Time for Reflection and Assessment
• Conclusions
• Chapter 10 Why Isn’t That in the Textbook?: Fiction, Non-fiction, and Historical Thinking
• Selecting Good Narrative History
• Non-fiction and Informational Text
• Finding and Using Literature
• “I Did Not Panic”: Creating Historical Narratives
• Analyzing Students’ Historical Narratives
• Conclusions
• Chapter 11 Oh, Good! We Get to Have…a Reasoned Discussion: Putting Conflict in Context
• Let’s Talk: Preparing for Reasoned Discussion
• It’s Happening Right Now: Starting with Current Events
• What If It Could Have Been Different?
• It Isn’t Finished Yet: You Can Make a Difference
• Assessing Conflict in Context
• Conclusions
• Chapter 12 In My Opinion, It Could Happen Again: How Attitudes and Beliefs Have Changed over Time
• Changes in Names
• Changes in Social Relations
• Choosing Perspective Activities
• Salem Witch Trials
• Long-Term Assessment of Historical Skills
• Extensions
• Conclusions
• Chapter 13 Nosotros La Gente: Honesty and Diversity in U.S. History
• Diversity in U.S. History
• Conflict, Oppression, and Agency
• Making Human Sense of History
• Developing Knowledge
• Supporting Students’ Learning
• Assessing Students’ Knowledge of Historical Content
• Extensions
• Conclusions
• Chapter 14 The Arts Make Us All Part of Humankind: Cognitive Pluralism in History Teaching and Learning
• The Arts Address Significant Historical Questions
• The Arts and Material Objects as Source Material for Historical Study
• Imagining in Your Mind: Learning to Read the Historic Arts
• The Arts as Vehicles for Expressing Historical Understanding
• The Arts as Problem Solving
• The Arts as Intellectual Risk Taking
• Assessment and the Arts
• Conclusions
• References
• Index