Developing Historical Thinkers: Supporting Historical Inquiry for All Students(Research and Practice in Social Studies Series)

This practical book addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that "my kids cannot do that." Drawing on 22 years as a high school history teacher, 7 years as a state level curriculum specialist, and extensive work with in-service teachers across the country, the author provides research-based guidance for engaging students in investigating the past. Lesh examines ways to develop effective questions that guide historical inquires, how to utilize discussion in the classroom, and how to align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. Topics include The Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+ fight for rights, and multiple lessons from World War I. This follow-up to the author's book "Why Won't You Just Tell Us the Answer?" fills in gaps and expands tools and classroom examples to assist today's teachers. Book Features: Offers ways to promote teacher growth as it pertains to historical thinking. Demonstrates how to align investigating the past with the needs of reluctant readers and students with special needs. Provides lesson materials and instructional guidance. Addresses how to teach difficult subjects, such as LGBTQ+ history. Aligns historical literacy with inquiry-based instruction.

Table of Contents:
PrefaceAcknowledgments 1. "But My Kids Cannot Do This . . .": Challenging Perceptions About Historical Investigations My Why, Part I My Why, Part 2 Professional Learning The History Lab 2.0 The Only Constant Is Change! Conclusions 2:."Yes, Your Students Can Do This": Historical Investigation for All Students A Roadmap Teaching Up Build Scaffolds In the Center Ring, Inquiry Versus Coverage and Control Making the Inquiry Question Accessible for All Adapting Historical Sources: Political Cartoons and Images Modifying a Text Source Scaffolding the Process Conclusion 3. "Is Every Day a Lab?": What Happens Between History Labs? The Twinkies of Lessons "Is Every Day a Lab?" Seriously, No Trench Foot, or Tanks, or Mustard Gas? Woven Into Every Unit "Like a Prairie Fire . . . " What Happens Between History Labs? 4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No One Stop Shopping The Engagement Cliff The Brain and Questions Why Questions in Social Studies? Organizing the Mental Bedroom Types of Questions We Learned That in October, You Mean I Was Supposed to Remember That? Unit-Wide Questions Building Lesson-Level Questions Coverage Demands Choices "Would You Have Your Student's Debate Slavery?" Open Versus Closed Questions The People in the Past Were Stupid The Tug of War Between Relevance and Accuracy A Little Sex Appeal Goes a Long Way Historical Categories of Inquiry Typese of Questions It Is Iterative and Recursive and Frustrating (but Also Exciting)! Marcus Garvey: The Evolution of a History Lab Question Having Students Develop Their Own Questions Conclusion 5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking Please, Not Another Strike! Not Going to Do It Let's Talk It Is Not Just Debates "I Don't Feel Comfortable" Teacher Talk Moves and History Building Student Capacity for Discussion Scoring and Feedback The Pullman Strike of 1894 Source-Based Testimony Setting the Stage A Hearing Is Now Called to Order! Discussion and Pullman Conclusions 6. "My Kids Felt More Seen Today": Teaching Hard Histories Why Hard Histories? Controversial Issues and Hard Histories Hard Histories and Inquiry LGBTQ+ History Getting By With the Help of Some Friends! The Investigation Structuring the Investigation It Wasn't Just Stonewall "No Union Is More Profound Than Marriage" What's the Big Deal? 7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking Social Studies Assessments I Took Tests; Weren't They Assessing My Historical Thinking? Instruction and Assessment Disconnect No Dates, No Names, Then What Do I Assess? What Tools Are Available for Teachers? Formative Assessment Tools for Historical Thinking "Not Another Essay!": Exploring Alternative Summative Assessments Conclusion Conclusion: "I Don't Always Mention Those Words": The Power of Partnerships Initiating the Partnership The Planning Meeting Intervisitations "I Don't Always Mention Those Words" References Index About the Author

About the Author :
Bruce A. Lesh is a former high school teacher in Baltimore County Public Schools, curriculum director at the Maryland State Department of Education, past president of the Maryland Council for the Social Studies, and vice-chair of the National Council for History Education. He has been recognized as the Organization of American Historians Teacher of the Year, and the Maryland Secondary Social Studies Teacher of the Year.

Review :
"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library."—CHOICE