Rent 9780415954709 | Teaching U.S. History: Dialogues Among Social Studies Teachers and Historians

Summary Table of Contents Author Biography

Teaching U.S History: Dialogues among Social Studies Teachers and Historians offers an innovative approach to social studies teaching by connecting historians to real-world social studies classrooms and social studies teachers. In an unusual, even unprecedented, dialogue between scholars and practitioners, this book weds historical theory and practice with social studies pedagogy.

Teaching U.S. History is a must read for any aspiring or current teacher who wants to think critically about how to teach U.S. history a... MORE

Series Editor Introduction	p. xi
Acknowledgements	p. xiii
A Note about this Book	p. xv
Introduction	p. 1
Slavery	p. 11
Framing the Questions: A Talk by Ira Berlin, New York City, June 23, 2006	p. 11
Essay: Teaching about Slavery, Learning to Be Historians: A Disciplinary Approach to Teaching History	p. 16
Works Cited	p. 28
Chapter Re... MOREsources	p. 29
Lesson Framework-Teaching about Slavery	p. 29
Primary Document-Two Letters Written by Hawkins Wilson	p. 30
Example of Student Work-Illustrated Notes on Boston King	p. 32
Examples of Student Work-Poems	p. 33
Relevant New York State and NAEP Standards	p. 35
Notes	p. 38
The Civil War	p. 39
Framing the Questions: An Interview with James Oakes Conducted	p. 39
Essay: Personalizing the Lives of Great People in History and Making Historical Documents Come Alive: Frederick Douglass, William Lloyd Garrison, and the Abolitionist Movement	p. 43
Works Cited	p. 55
Chapter Resources	p. 56
Lesson Framework: The Constitution and the Abolitionist Movement	p. 56
Relevant New York State and NAEP Standards	p. 57
Immigration	p. 61
Framing the Questions: An Interview with Hasia Diner Conducted	p. 61
Works Cited	p. 65
Essay: Teaching Immigration in a Nation of Immigrants	p. 65
Works Cited	p. 81
Chapter Resources	p. 81
Unit Framework-Immigration in the Late Nineteenth-Century United States	p. 81
Lesson Framework-Immigration in the Late Nineteenth-Century United States	p. 83
Sources Used in Lessons	p. 83
Relevant New York State and NAEP Standards	p. 84
The Progressive Era	p. 89
Framing the Questions: An Interview with Kevin Murphy Conducted	p. 89
Essay: Using Process Drama to Teach Gender, Race, and Reform in the Progressive Era	p. 93
Works Cited	p. 103
Chapter Resources	p. 104
Lesson Framework-Progressive Era	p. 104
Relevant New York State and NAEP Standards	p. 105
The New Deal	p. 109
Framing the Questions: An Interview with Robert Cohen Conducted	p. 109
Works Cited	p. 117
Essay: Teaching the New Deal in Multi-Ethnic Urban Public Schools	p. 117
Works Cited	p. 129
Chapter Resources	p. 129
Lesson Framework-Teaching the Great Depression	p. 129
Popular Protest in the Great Depression, 1933-1939	p. 131
Primary Document-American Youth Congress (July 4, 1936), The Declaration of The Rights of American Youth	p. 132
Primary Document-Letter from a Fifteen-Year-Old from Cleveland, Ohio, to Eleanor Roosevelt. Received January 17, 1935	p. 133
Final Assessment-"Dear Mrs. Roosevelt" iMovie Project	p. 134
Relevant New York State and NAEP Standards	p. 135
The Civil Rights Movement	p. 139
Framing the Questions: An Interview with Adam Green Conducted	p. 139
Works Cited	p. 142
Essay: The Transformational Properties of the Mundane: Teaching the Civil Rights Movement through the Lens of Community Organizers	p. 142
Works Cited	p. 142
Chapter Resources	p. 155
Unit Framework-The Civil Rights Movement	p. 155
Lesson Framework-The Civil Rights Movement	p. 158
Graphic Organizer for Taking Notes on Student Presentations	p. 159
Civil Rights Project Assignment, Eleventh- and Twelfth-Grade U.S. History	p. 160
Student Pamphlet, Front	p. 163
Student Pamphlet, Back	p. 164
Relevant New York State and NAEP Standards	p. 165
U.S. Imperialism	p. 169
Framing the Questions: An Interview with Laura Briggs Conducted	p. 169
Essay: Pivotal Failures: Experiments in a Secondary History Classroom	p. 173
Works Cited	p. 185
Chapter Resources	p. 185
Lesson Framework: U.S. Imperialism	p. 185
In-Class Questionnaire: Student Ideas about the Regents Exam	p. 186
Relevant New York State and NAEP Standards	p. 187
Concluding Thoughts: Research on Teaching and Learning History: Teacher Professionalization and Student Cognition and Culture	p. 191
Contributor Biographies	p. 205
Index	p. 206
Table of Contents provided by Ingram. All Rights Reserved.

Diana Turk is an Associate Professor of Social Studies Education in the Department of Teaching and Learning at New York University. Rachel Mattson is an Assistant Professor at SUNY New Paltz. Terrie Epstein is a Professor of Education at Hunter College. Robert Cohen is a Social Studies Professor and chair of the Department of Teaching and Learning and an Affiliated Professor in the History Department at New York University.

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