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Teaching History with Big Ideas : Cases of Ambitious Teachers

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In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is 'boring.'

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Product details Format Paperback | 180 pages Dimensions 155 x 234 x 16mm | 345g Publication date 16 Jul 2010 Publisher ROWMAN & LITTLEFIELD Imprint Rowman & Littlefield Education Publication City/Country Lanham, United States Language English ISBN10 1607097664 ISBN13 9781607097662 Bestsellers rank 47,665

teaching history with big as cases of ambitious teaching history with big as is the book weve been waiting for. chapters are written by teachers who are achingly honest about their struggles and triumphs candid aboutustrations with principals or their setting aware when they teach in a privileged school and ambitious in their goals for teaching and learning.
teaching history with big as cases of ambitious teaching history with big as cases of ambitious teachers. in the case studies that make up the bulk of this book middle and high school history teachersscribe thecisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big as.
teaching history with big as cases of ambitious such an approach exemplifies the construct of ambitious teaching whereby teachersmonstrate their ability to marry theirep knowledge of subject matter stnts and the school context in ways that fundamentally challenge the claim that history is boring.
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the road to ambitious teaching creating big a eric issneissn21591474. the road to ambitious teaching creating big a units in history classes. grant s. g. gradwell jill m. journal of inquiry and action in education v2 n1 p126 2009. although the literature base is replete with as about how tovelop and support rich social studies teaching advocates have been unable to show a consistently positive effect.
the road to ambitious teachingcreating big a units in ambitious teachers using big as to teach global and/or american history had varying levels of experience worked in diverse settings and were teaching courses with a statemandated exam. in terms of classroom experience four are beginning teachers five are experienced teachers and one is a veteran teacher.
the road to ambitious teachingcreating big a units in although the literature base is replete with as about how tovelop and support rich social studies teaching advocates have been unable to show a consistently positive effect. good history teachers take no single shape. grant 2003 2005 suggests that it is the interplay of teachersep subject matter knowledge knowledge of their stnts and the challenging contexts they teach in .