Conducting Authentic Historical Inquiry
portes grátis
Conducting Authentic Historical Inquiry
Engaging Learners with SOURCES and Emerging Technologies
Hartshorne, Richard; Waring, Scott M.
Teachers' College Press
08/2020
208
Mole
Inglês
9780807764046
15 a 20 dias
Descrição não disponível.
Preface
PART I: UNDERSTANDING THE SOURCES FRAMEWORK
Chapter 1: The Sources Framework: An Introducion
Chapter 2: What Would Historians Write About Thomas Garber?: An Application of a SOURCES Lesson
Chapter 3: Assessing General Washington's Plan to Attack Princeton at the Beginning of 1777: An Application of the SOURCES Framework
Chapter 4: Building Capacity for Student Agency: Using Baseball-Related Primary Sources and SOURCES Framework
Chapter 5: What Motivated the Wright Brothers?: An Application of the SOURCES Framework
PART II: ENGAGING LEARNERS WITH WEB 2.0 TOOLS AND EMERGING TECHNOLOGIES: A STEP-BY-STEP GUIDE WITH THE SOURCES FRAMEWORK
Chapter 6: Defining Web 2.0 and Other Emerging Technologies
Chapter 7: Using Multimedia-Based Discussion and Polling Tools to Facilitate Scrutinizing the Fundamental Source(s)
Chapter 8: Using Collection, Categorization, Storage, and Annotation Tools to Facilitate Organizing Thoughts
Chapter 9: Using Collaborative and Discussion Tools to Facilitate Understanding the Context
Chapter 10: Reading Between the Lines and Corroborating and Refuting: Using Scaffolding Tools for Source Sets
Chapter 11: Developing and Publishing Tools to Facilitate Establishing a Plausible Narrative
Chapter 12: Creating A Digital Portfolio to Facilitate Summarizing Final Thoughts
Appendix: Additional Resources and Considerations
References
PART I: UNDERSTANDING THE SOURCES FRAMEWORK
Chapter 1: The Sources Framework: An Introducion
Chapter 2: What Would Historians Write About Thomas Garber?: An Application of a SOURCES Lesson
Chapter 3: Assessing General Washington's Plan to Attack Princeton at the Beginning of 1777: An Application of the SOURCES Framework
Chapter 4: Building Capacity for Student Agency: Using Baseball-Related Primary Sources and SOURCES Framework
Chapter 5: What Motivated the Wright Brothers?: An Application of the SOURCES Framework
PART II: ENGAGING LEARNERS WITH WEB 2.0 TOOLS AND EMERGING TECHNOLOGIES: A STEP-BY-STEP GUIDE WITH THE SOURCES FRAMEWORK
Chapter 6: Defining Web 2.0 and Other Emerging Technologies
Chapter 7: Using Multimedia-Based Discussion and Polling Tools to Facilitate Scrutinizing the Fundamental Source(s)
Chapter 8: Using Collection, Categorization, Storage, and Annotation Tools to Facilitate Organizing Thoughts
Chapter 9: Using Collaborative and Discussion Tools to Facilitate Understanding the Context
Chapter 10: Reading Between the Lines and Corroborating and Refuting: Using Scaffolding Tools for Source Sets
Chapter 11: Developing and Publishing Tools to Facilitate Establishing a Plausible Narrative
Chapter 12: Creating A Digital Portfolio to Facilitate Summarizing Final Thoughts
Appendix: Additional Resources and Considerations
References
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Elementary education; historical inquiry; historical thinking; primary sources; secondary education; Secondary Sources; Social Studies; Web 2.0; Wright Brothers; digital media; emerging technologies; multimedia discussion tools; bulletin board tools; VoiceThread; Padlet; Poll Everywhere; Crowdsignal; Socrative; QuestionAir; Tizmos; Dropbox; Google Drive; G Suite; Zotero; Diigo; Evernote; Edmodo; Flipgrid; YoTeach!; Backchannel Chat; GoSoapBox; Pear Deck; Nearpod; Biteable; Slack; Dropbox Paper; Coggle; Tes Teach; Blendspace; Weebly; Canva; ThingLink; Animoto; Explain Everything Whiteboard; Penzue, Draft; H5P; Bulb; Copyright; Library of Congress; National Archives and Records Administration; Smithsonian Institution; eBay; DBQuest; Case Maker; Eagle Eye Citizen; Engaging Congress
Preface
PART I: UNDERSTANDING THE SOURCES FRAMEWORK
Chapter 1: The Sources Framework: An Introducion
Chapter 2: What Would Historians Write About Thomas Garber?: An Application of a SOURCES Lesson
Chapter 3: Assessing General Washington's Plan to Attack Princeton at the Beginning of 1777: An Application of the SOURCES Framework
Chapter 4: Building Capacity for Student Agency: Using Baseball-Related Primary Sources and SOURCES Framework
Chapter 5: What Motivated the Wright Brothers?: An Application of the SOURCES Framework
PART II: ENGAGING LEARNERS WITH WEB 2.0 TOOLS AND EMERGING TECHNOLOGIES: A STEP-BY-STEP GUIDE WITH THE SOURCES FRAMEWORK
Chapter 6: Defining Web 2.0 and Other Emerging Technologies
Chapter 7: Using Multimedia-Based Discussion and Polling Tools to Facilitate Scrutinizing the Fundamental Source(s)
Chapter 8: Using Collection, Categorization, Storage, and Annotation Tools to Facilitate Organizing Thoughts
Chapter 9: Using Collaborative and Discussion Tools to Facilitate Understanding the Context
Chapter 10: Reading Between the Lines and Corroborating and Refuting: Using Scaffolding Tools for Source Sets
Chapter 11: Developing and Publishing Tools to Facilitate Establishing a Plausible Narrative
Chapter 12: Creating A Digital Portfolio to Facilitate Summarizing Final Thoughts
Appendix: Additional Resources and Considerations
References
PART I: UNDERSTANDING THE SOURCES FRAMEWORK
Chapter 1: The Sources Framework: An Introducion
Chapter 2: What Would Historians Write About Thomas Garber?: An Application of a SOURCES Lesson
Chapter 3: Assessing General Washington's Plan to Attack Princeton at the Beginning of 1777: An Application of the SOURCES Framework
Chapter 4: Building Capacity for Student Agency: Using Baseball-Related Primary Sources and SOURCES Framework
Chapter 5: What Motivated the Wright Brothers?: An Application of the SOURCES Framework
PART II: ENGAGING LEARNERS WITH WEB 2.0 TOOLS AND EMERGING TECHNOLOGIES: A STEP-BY-STEP GUIDE WITH THE SOURCES FRAMEWORK
Chapter 6: Defining Web 2.0 and Other Emerging Technologies
Chapter 7: Using Multimedia-Based Discussion and Polling Tools to Facilitate Scrutinizing the Fundamental Source(s)
Chapter 8: Using Collection, Categorization, Storage, and Annotation Tools to Facilitate Organizing Thoughts
Chapter 9: Using Collaborative and Discussion Tools to Facilitate Understanding the Context
Chapter 10: Reading Between the Lines and Corroborating and Refuting: Using Scaffolding Tools for Source Sets
Chapter 11: Developing and Publishing Tools to Facilitate Establishing a Plausible Narrative
Chapter 12: Creating A Digital Portfolio to Facilitate Summarizing Final Thoughts
Appendix: Additional Resources and Considerations
References
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Elementary education; historical inquiry; historical thinking; primary sources; secondary education; Secondary Sources; Social Studies; Web 2.0; Wright Brothers; digital media; emerging technologies; multimedia discussion tools; bulletin board tools; VoiceThread; Padlet; Poll Everywhere; Crowdsignal; Socrative; QuestionAir; Tizmos; Dropbox; Google Drive; G Suite; Zotero; Diigo; Evernote; Edmodo; Flipgrid; YoTeach!; Backchannel Chat; GoSoapBox; Pear Deck; Nearpod; Biteable; Slack; Dropbox Paper; Coggle; Tes Teach; Blendspace; Weebly; Canva; ThingLink; Animoto; Explain Everything Whiteboard; Penzue, Draft; H5P; Bulb; Copyright; Library of Congress; National Archives and Records Administration; Smithsonian Institution; eBay; DBQuest; Case Maker; Eagle Eye Citizen; Engaging Congress
