"Learn how to engage students in investigating the past. Lesh provides research-based guidance to help teachers (grades 6-12) develop and use questions that guide historical inquiries, align assessment to inquiry, and incorporate difficult histories. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios"-- Provided by publisher

Single user only

Intro -- Series Page -- Title Page -- Copyright -- Contents -- Preface -- Acknowledgments -- 1. "But My Kids Cannot Do This …": Challenging Perceptions About Historical Investigations -- My Why, Part I -- The Stanford History Education Group (SHEG) -- My Why, Part II -- The Inquiry Arc -- Professional Learning -- The History Lab 2.0 -- The Only Constant Is Change! -- Conclusion -- 2. "Yes, Your Students Can Do This": Historical Investigation for All Students -- A Road Map -- Teaching Up -- Build Scaffolds -- In the Center Ring, Inquiry Versus Coverage and Control -- Scaffolding to Success -- 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 -- Where Are the Investigations!? -- 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 Students 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 -- Types 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. "Discussion 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 -- Conclusion -- 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! -- Why the Lavender Scare? -- 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.