Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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8

History/Social Studies

Bringing It All Together

References

Beck, I., & McKeown, M. (2006). Questioning the author. New York: Scholastic.

Caron, E. J. (2005). What leads to the fall of a great empire? Using central questions to design issues-based history units. The Social Studies, 96(2), 51–60.

Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator15(3), 6–11.

Counsell, C. (1997). Analytical and discursive writing. London: Historical Association.

Historical Thinking Matters. http://www.historicalthinkingmatters.org.

Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology101(1), 136.

McTighe, J., & Wiggins, G. P. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: ASCD.

Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk sourcebook: For classroom conversation that works. Pittsburgh, PA: University of Pittsburgh Institute for Learning, 1–4.

Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Reading, writing, and thinking about history: Teaching argument writing to diverse learners in the Common Core classroom, grades 6–12. New York: Teachers College Press.

Monte-Sano, C. (2012). What makes a good history essay? Assessing historical aspects of argumentative writing. Social Education, 76(6), 294–298.

Monte-Sano, C. (2012). Build skills by doing history. Phi Delta Kappan, 94(3), 62–65.

National History Education Clearinghouse. http://www.teachinghistory.org.

Paxton, R. J. (1997). “Someone with like a life wrote it”: The effects of a visible author on high school history students. Journal of Educational Psychology, 89, 235–250.

Reisman, A. 2011. The “document-based lesson”: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers. Journal of Curriculum Studies, 44(2), 233–264.

Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.

Wineburg, S. S. (1991). Historical problem solving: A study of cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83, 73–87.

Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia: Temple University Press.

Wineburg, S., & Martin, D. (2009). Tampering with history: Adapting primary sources for struggling readers. Social Education73, 212–216.

Wineburg, S. S., Martin, D., & Monte-Sano, C. (2012). Reading like a historian: Teaching literacy in middle and high school history classrooms. New York: Teachers College Press.