By Ronald Vaughan Morris
ISBN-10: 1607092239
ISBN-13: 9781607092230
ISBN-10: 1607092247
ISBN-13: 9781607092247
ISBN-10: 1607092255
ISBN-13: 9781607092254
.cs95E872D0{text-align:left;text-indent:0pt;margin:0pt 0pt 0pt 0pt} .cs5EFED22F{color:#000000;background-color:transparent;font-family:Times New Roman; font-size:12pt; font-weight:normal; font-style:normal; } .csA62DFD6A{color:#000000;background-color:transparent;font-family:Times New Roman; font-size:12pt; font-weight:normal; font-style:italic; } think a Founding Father traveling a lecture room this day, or a sailor from the warfare of 1812, an Amish guy, a nineteenth century pioneer, or perhaps a Civil battle veteran. Ronald Morris has spent greater than 25 years bringing those characters into study rooms and encouraging different educators to do a similar. during this booklet he synthesizes his titanic wisdom and adventure right into a source for all sorts of educators who support simple and heart college young children increase a love of background. Pre-service academics can use this publication as a version for constructing their very own sorts of educating social reports. Museum educators can use Bringing background to lifestyles to brighten up their shows with scholars. lecturers within the lecture room can use this source to aid their scholars strengthen first individual displays via examining approximately many examples around the grades. This source is principally vital as institution districts decrease their budgets for box journeys to renowned museums that interpret heritage utilizing this well known strategy. With this publication as concept, educators can proceed Bringing historical past to lifestyles for his or her scholars.
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Additional resources for Bringing History to Life: First-Person Historical Presentations in Elementary and Middle School Social Studies
Sample text
How did it originate? Is it justified? What events triggered riots at other times? Students look for depth of information when they search for patterns. The students make connections between riots in the North and the South at this time and then connect those riots to riots at other places at other times. Students who take on this topic find information illustrating social issues in the United States. At this time another issue intertwined with the first—the expansive growth of the nation during the war.
Becoming political: Comparative perspectives on citizenship education. Albany, NY: State University of New York Press. Kalman, B. (1982). Early schools. New York: Crabtree. Kelin, D. A. (2002). To feel the fear of it: Engaging young people in social education. Talking Points, 14(1), 10–14. McGuffey’s Eclectic Spelling Book. (1879). New York: Van Nostrand Reinhold. Morris, R. , & Welch, M. (2000). How to perform acting out history in the classroom. Dubuque, IA: Kendall/Hunt. National Council for the Social Studies.
1974). The drama of history: An experiment in cooperative teaching. London: New University Education. , & Hendy, L. (1993). ’ Developing children’s historical thinking through drama. Curriculum Journal, 4(3), 363–384. 36 CHAPTER THREE Hahn, C. L. (1998). Becoming political: Comparative perspectives on citizenship education. Albany, NY: State University of New York Press. Kalman, B. (1982). Early schools. New York: Crabtree. Kelin, D. A. (2002). To feel the fear of it: Engaging young people in social education.
Bringing History to Life: First-Person Historical Presentations in Elementary and Middle School Social Studies by Ronald Vaughan Morris
by James
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