World History
Achieving History Standards in Elementary Schools. This is a good article on why history standards should be sought in elementary schools in the USA.
From the site:
Concern over the quality and quantity of history instruction offered in many U.S. public schools has resulted in National History Standards for grades K-12. The National Standards, along with recent research on history learning, have influenced curriculum guides, textbook revisions, and new instructional materials in various formats.
RESEARCH ON CHILDREN'S ABILITY TO LEARN HISTORY
Children can and do understand historical time in a variety of ways (Downey and Levstik 1991). For example, children are capable of reconstructing patterns and sequences of historical events as they are represented in story-form narratives (Levstik and Pappas 1987). Children's ability to understand cause and effect relationships taking place over time--a basic dimension of historical reasoning--increases throughout childhood and adolescence (Zaccaria 1978). By the end of 5th grade, students have acquired a good grasp of historical time terminology, can detect historical anomalies, and show some understanding of time periods in United States history (Hoge 1991). Research-based conclusions about the delayed (late adolescence) development of formal historical thinking ability still stand, though new studies, stimulated by new theories and improved research methodologies, suggest that this ability arises earlier than indicated by older studies (Levstik and Pappas 1992).
Different methods of teaching history produce different history learning outcomes. For example, children taught with a traditional textbook-worksheet-quiz routine learn more names and dates compared to those taught in a topically focused, non-survey approach that employs a variety of instructional materials. However, students in the non-traditional approach develop better insight into the past, better historical reasoning abilities, and more positive attitudes toward the subject (Booth 1980).
Downey and Levstik (1991) conclude that history instruction should (1) begin in the early grades, (2) focus on in-depth, sustained study of significant material rather than shallow coverage, and (3) make use of age-appropriate learning strategies.
- Spatial Dynamics: An Alternative Teaching Tool In The Social Studies
Spatial Dynamics: An Alternative Teaching Tool in the Social Studies. Do you use models to teach students history? For example, if you teach about the Battle of Gettysburg have you placed a large scale model of the battlefield on the floor so students...
- Using Alternative Assessments To Improve The Teaching And Learning Of History
Using Alternative Assessments To Improve the Teaching and Learning of History. This ERIC Digest si from 1997. Although almost ten years old, I enjoyed reading it. One problem I have always had to deal with is how to grade students. I do not always like...
- History Standards In The Fifty States
History Standards in the Fifty States. This essay looks at attempts in the United States to devise a core or common body of history knowledge that all students should be exposed to and hopefully learn. This article primarily looks at statistics and progress...
- Learning History Through Children's Literature.
Learning History through Children's Literature. One of the best ways to teach children history is to include the subject in their reading books. This article examines this issue. From the site: Teaching history using children's literature, both...
- Teaching History In The Elementary School.
Teaching History in the Elementary School. The teaching of history should begin in elementary school. This essay shows why. From the site: Recent studies have shown that the historical knowledge of young Americans is less than most educators and citizens...
World History
Achieving History Standards in Elementary Schools.
Achieving History Standards in Elementary Schools. This is a good article on why history standards should be sought in elementary schools in the USA.
From the site:
Concern over the quality and quantity of history instruction offered in many U.S. public schools has resulted in National History Standards for grades K-12. The National Standards, along with recent research on history learning, have influenced curriculum guides, textbook revisions, and new instructional materials in various formats.
RESEARCH ON CHILDREN'S ABILITY TO LEARN HISTORY
Children can and do understand historical time in a variety of ways (Downey and Levstik 1991). For example, children are capable of reconstructing patterns and sequences of historical events as they are represented in story-form narratives (Levstik and Pappas 1987). Children's ability to understand cause and effect relationships taking place over time--a basic dimension of historical reasoning--increases throughout childhood and adolescence (Zaccaria 1978). By the end of 5th grade, students have acquired a good grasp of historical time terminology, can detect historical anomalies, and show some understanding of time periods in United States history (Hoge 1991). Research-based conclusions about the delayed (late adolescence) development of formal historical thinking ability still stand, though new studies, stimulated by new theories and improved research methodologies, suggest that this ability arises earlier than indicated by older studies (Levstik and Pappas 1992).
Different methods of teaching history produce different history learning outcomes. For example, children taught with a traditional textbook-worksheet-quiz routine learn more names and dates compared to those taught in a topically focused, non-survey approach that employs a variety of instructional materials. However, students in the non-traditional approach develop better insight into the past, better historical reasoning abilities, and more positive attitudes toward the subject (Booth 1980).
Downey and Levstik (1991) conclude that history instruction should (1) begin in the early grades, (2) focus on in-depth, sustained study of significant material rather than shallow coverage, and (3) make use of age-appropriate learning strategies.
- Spatial Dynamics: An Alternative Teaching Tool In The Social Studies
Spatial Dynamics: An Alternative Teaching Tool in the Social Studies. Do you use models to teach students history? For example, if you teach about the Battle of Gettysburg have you placed a large scale model of the battlefield on the floor so students...
- Using Alternative Assessments To Improve The Teaching And Learning Of History
Using Alternative Assessments To Improve the Teaching and Learning of History. This ERIC Digest si from 1997. Although almost ten years old, I enjoyed reading it. One problem I have always had to deal with is how to grade students. I do not always like...
- History Standards In The Fifty States
History Standards in the Fifty States. This essay looks at attempts in the United States to devise a core or common body of history knowledge that all students should be exposed to and hopefully learn. This article primarily looks at statistics and progress...
- Learning History Through Children's Literature.
Learning History through Children's Literature. One of the best ways to teach children history is to include the subject in their reading books. This article examines this issue. From the site: Teaching history using children's literature, both...
- Teaching History In The Elementary School.
Teaching History in the Elementary School. The teaching of history should begin in elementary school. This essay shows why. From the site: Recent studies have shown that the historical knowledge of young Americans is less than most educators and citizens...