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Annotated Bibliography
Compiled by
David Walters
History-Social Science Coordinator
Office of Education
Bransford, John D., Brown, Ann L., and Cockling, Rodney R. ed. How People Learn: Brain, Mind, Experience, and School. National Research Council (U.S.) Committee on Developments in the Science of Learning. Washington D.C.: National Academy Press, 1999.
How People Learn is a primer on recent research into how people learn. You will not be able to copy pages of this book to use in your classroom. Rather, this is an overview and can serve as a foundation for how you build learning exercises and activities in your classroom. Some of the information will be familiar but much of it will be new. If you havent read anything about brain research or havent read something the past few years, this is a good overview. I copied chapter 8, Teacher Learning. The book has 159 pages of references!
Donovan, M. Suzanne, Bransford, John. D. How Students Learn History in the Classroom. National Research Council, Washington D.C. 2005.
What does research say about how students understand history? What factors do we need to address when introducing a new idea? These topics along with specific, concrete examples to history classrooms are addressed in this volume. Some of the research comes from Britain, some from the US. Every chapter in this book will help reduce the guessing and compact the time it takes for a professional to help his/her students learn history. Notice this is not a social studies book. It focuses on history education.
Fisher, Douglas and Frey, Nancy. Scaffolded Writing Instruction: Teaching with a Gradual-Release Framework. Scholastic Publications New York, 2007
Its one thing to talk about the achievement gap between students who read a lot and write pretty well and the students who have a difficult time putting a complete sentence together. But its a different thing entirely to teach students to write well. This book walks teachers through a process to teach students to write beginning with highly structured sentences (fill in the blank) to becoming writers. Working with students in San Diego, California schools, Doug Fisher and Nancy Frey arent theorists, they are practitioners. By utilizing a variety of strategies and techniques, explained in this book, you can help your students be proficient writers.
Harmon, Janis M., Hendrick, Wanda B. and Wood, Karen D. Instructional Strategies for Teaching Content Vocabulary, Grades 4-12. National Middle School Association, Westerville, OH, 2006.
This book has explanations and directions for a list of strategies and models to teach content specific vocabulary, what I call terminology. The chapter has copies of charts, worksheets and other reproducible handouts useful for teachers (although the book is not 81/2 X 11). I have focused on sections from two chapters. First, chapter 2, Planning a Content Lesson with a Vocabulary Focus includes tools and activities focused on choosing and extending the words to be chosen for a unit. I have also pulled out and copied a section from Chapter 7 called, Monitoring and Assessing Content Word Learning. The focus of this chapter is on metacognition. Each of the tools, whether they focus on preparing for a PowerPoint presentation or specific words and their potential transferability, will help a teacher create activities that engage students in thinking about the material.
This book is endorsed by the National Middle School Association and the International Reading Association.
Lindquist, Tarry. Ways That Work: Putting Social Studies Standards into Practice. Heinemann, Portsmouth, NH, 1997.
Im cautious about recommending social studies books. Experience has shown me that often history, the discipline, gets lost in the multi-subject approach. In spite of this, Ways that Work is on the list for two reasons: first Lindquists bibliographies at the end of each chapter are a goldmine. Teachers of reading know that students cannon grapple with difficult reading and content simultaneously. The books listed here are worth the price of the book. Second, I understand and respect teachers who teach social studies. For those of you who take an integrated approach, youll like the way Lindquist builds the units. It is a little dated as evidenced by the upfront explanation of Howard Gardners Multiple Intelligences.
Obenchain, Kathryn M. and Morris, Ronald V. 50 Social Studies Strategies for K-8 Classrooms 2nd Edition. Pearson, Merrill, Prentice Hall, Upper Saddle River, New Jersey, Columbus, Ohio, 2007.
I have a copy of this book in my home office. When Im looking for a way to get out of my rut, or trying something new, I look at this book. Buy it for your classroom.
Schmidt, Laurel. Social Studies That Sticks: How to Bring Content and Concepts to Life. Heinmann, Portsmouth, NH, 2007.
Dont let the title fool you. This book is about students asking questions and looking for people. Its about using primary sources, thinking, and helping students explore. Perhaps most important, Schmidt quotes the National Council for the Social Studies in explaining why to teach social studies: its about civic education. We have many tasks as teachers but if students can read literature but havent developed the habits of mind and actions that allow them to become citizens, they arent really educated.
Schur, Joan Bordsky. Eyewitness To the Past: Strategies for Teaching History in Grades 5-12. Stenhouse Publishers, Portland, Maine, 2007.
We know students will be more engaged if they can see real people behind the words of the textbook. Joan Schur shows how six different strategies help students learn about real people and become engaged in events from the past. With experience writing lessons for PBS and the National Archives, she is also aware of the dangers of what Sam Wineburg calls presentism, or putting modern people in historical situations complete with their ipods, televisions and automobiles. In seven chapters she helps teachers use diaries, travelogues, letters, newspapers, election speeches, and scrapbooks to help history come alive. Dont miss the resources and document analysis worksheets at the end of the book either.
Selwyn, Douglas and Maher, Er Jan. History in the Present Tense: Engaging Students Through Inquiry and Action. Heinimann, Portsmouth, NH, 2003.
This is a book of ideas. If youre ready to move beyond the textbook but dont know where to start, this is a good place to look. Each chapter focuses on a question for students to ask themselves, for example: Whos history is it anyway? And the role of the free press that costs money. While a good thought provoker, if youre looking for a step by step guide on how to do the things addressed in this book, you might take a pass.
Stearns, Peter N., Seixas, Peter, and Wineburg, Sam. Knowing, Teaching & Learning History: National and International Perspectives. New York University Press, New York and London, 2000.
Knowing, Teaching and Learning History is a seminal book in that it presents the ideas of the new history education. It is a collection of essays written by teachers and scholars. Robert Bain, a teacher and scholar writes a must read article called Into the Breach, Using Research and Theory to Shape History Instruction he confesses to being a history teacher by day and a scholar in a Ph.D. program at night. As he struggles with the disconnect between the two worlds he lives in, he explains how he recreated his class to help students gain a better understanding of how historians do what they do, and why it matters. This book is a whos who of the current state of the new history education. I consider it a primer for anyone who wants to begin understanding of what history teaching should be. In addition to the editors listed above, authors in this text include Ross Dunn, Diane Ravitch, Gary Nash, David Lowenthal, Sam Wineburg, Robert Bain and others.
Urquhart, Vicki and McIver, Monette. Teaching Writing in the Content Areas. ASCD and McRel, Alexandria, Virginia and Aurora, Colorado, 2002.
The Association for Supervision and Curriculum Development (ASCD) is one of the premier publishers of teacher friendly material for all content areas. In this volume they have partnered with one of the three major educational research institutes in the country, Mid Content Research for Education and Learning. The product is research based and teacher friendly. Each strategy listed in this book has three sections: Why Use It? How to Use It; and How to Adapt it for Your Classroom. The result is a teacher friendly, research based reference book that will be a great addition to your library.
VanSledright, Bruce. In Search of Americas Past: Learning to Read History in Elementary School. Teachers College Press, Columbia University New York and London, 2002.
VanSledright provides examples of his students learning history and the critical issues around history education including interpretation, source questions, evidence, source reliability and bias and providing discussion around historical topics in the classroom. While his ideas are not new, they are unique to this student population. Keep this in mind for elementary teachers.
Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press, Philadelphia, 2001.
This book, a collection of essays Sam Wineburg wrote for a variety of educational publications, challenges the notion that the study of history should be about memorizing endless facts about people, places, and events. Instead, his research has shown that historians think about texts in a unique way. They see things our students do not see and most importantly, they ask questions of the text. By having historians examine documents outside of their specialty and comparing notes of their metacognition and comparing it with the metacognition of AP students; he is able to show that the usual method of teaching history minimizes thinking and emphasizes memorization. Sam Wineburg, along with Robert Bain from the University of Michigan and others are challenging the way we teach history. Dubbed the new history education, this group of scholars is helping change the face of history education. This book is a must read.
Zwiers, Jeff, Building Academic Language: Essential Practices for Content Classrooms, grades 5-12 (Jossey-Bass Teacher). Jossey-Bass, San Francisco, 2008.
Jeff Zwiers from Stanford University has written Building Academic Language 101. He has done a wonderful job of bringing together great ideas from a variety of resources and put them together in a readable package. While other books might have more details about specific strategies, Zwiers puts everything together in one place. Especially important is his adherence to the title. This book is for content teachers, not literature teachers. You must own this book.
David Walters Page PAGE 1 DATE \@ "M/d/yyyy" 11/23/2009
History-Social Science Coordinator Office of Education
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