Exam 5: How Can I Teach History Powerfully

A) considering the decisions and actions of the past and comparing to the present.
B) viewing past events and ideas through one's contemporary lens.
C) making judgments about people and events based on prior knowledge.
D) considering past decisions and actions with reference to the knowledge and technologies then available.

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A) aligning content with the textbook.
B) focusing on goals.
C) including engaging stories.
D) identifying "whose history" to teach.

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At the middle school level, historical t...

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A) complexity
B) coherence
C) context
D) examples

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In my classroom, I will approach teachin...

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A) children have little reference to historical thinking.
B) history should be the center of social studies curriculum.
C) children can distinguish large "chunks" of time and can reference their judgments.
D) children can easily detect bias, chauvinism, and presentism.

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A) Chronological thinking; Historical comprehensions; Historical analysis and interpretation; Historical research capabilities; Historical issue analysis and decision making
B) Chronological thinking; Historical considerations; Historical analysis and interpretation; Historical research capabilities; Historical issue analysis and decision making
C) Chronological events; Historical comprehensions; Historical analysis and interpretation; Historical research capabilities; Historical issue analysis and decision making
D) Chronological thinking; Historical comprehensions; Historical analysis and interpretation; Historical research capabilities; Historical decision making

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A) historical understanding, presentism, and empathy.
B) content standards, test alignment, and multiple perspectives.
C) content integration, process skills, and context.
D) historical understanding, context, and alternative perspectives.

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In my classroom, I will use children's tradebooks as substitute or supplementary sources for curricular content in a variety of ways. Firstly, I will incorporate them into my lesson plans to provide additional context and perspectives on the topics we are studying. For example, if we are learning about the solar system, I may use a tradebook that tells a story about a child's imaginary journey through space to complement our textbook readings and discussions. Secondly, I will use children's tradebooks to engage students who may struggle with traditional curriculum materials. By offering tradebooks that cater to different learning styles and interests, I can ensure that all of my students have access to the content in a way that resonates with them. For instance, I may select a graphic novel about historical events for visual learners or a book with interactive elements for kinesthetic learners. Lastly, I will use children's tradebooks to promote diversity and inclusivity in my classroom. By selecting books that feature characters from diverse backgrounds and experiences, I can expose my students to a wide range of perspectives and foster empathy and understanding. This may include choosing tradebooks that highlight different cultures, abilities, or family structures. When making decisions about my selections, I will use the following criteria: 1. Relevance to the curriculum: I will ensure that the tradebooks I choose align with the learning objectives and standards for my grade level and subject area. 2. Quality of content: I will look for tradebooks that are well-written, accurate, and engaging for my students. This may involve reading reviews, consulting with colleagues, and previewing the books myself. 3. Representation and diversity: I will prioritize tradebooks that feature diverse characters and perspectives, as well as those that challenge stereotypes and promote inclusivity. By using these criteria, I can ensure that the children's tradebooks I select will enhance my curriculum and provide valuable learning experiences for my students.

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A) viewing changes as unrelated rather than as progressive.
B) viewing changes as equivalent to evidence.
C) viewing past events and ideas through one's contemporary lens.
D) failing to clarify connections between actions and events.

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A) longer and more complex sentences, but about a subset of topics.
B) longer and more complex sentences with simpler vocabulary.
C) less cohesion across sentences and paragraphs that add interest.
D) restricted readability formulas making it easier to comprehend.

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False

A) an interpretive discipline and an empirical science.
B) an interpretive discipline, not an empirical science
C) a series of theories.
D) a series of explanations.

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