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Chapter 12

Helping Students Interpret History

Helping Students Interpret History

This activity contains 12 questions.

	One main reason for why the study of history is often viewed by students as remote and uninteresting is due more to the factor of what and whose history has been taught than of the nature of history and its importance to people.    True  False

	Unlike other social scientists, historians cannot rely on direct observations and experiments to gain facts. What might historians utilize to construct an historical record or narrative?   People and Other Community Resources Documents Artifacts Diaries, Letters, and Pictures Museums All of the Above

	When asked to reflect on changes in social studies during their careers, more veteran social studies educators identified what as the single most important change in the field?   The inclusion of multicultural/global/gender-related education A greater focus on names, dates, and facts from important historical events The development of social studies content standards The increased abundance of web resources

	After dialog and a major revision, the National Standards for History were published in 1996. The standards address U.S. history, world history, and historical thinking skills. Which of the following was determined to be the essential common historical thinking standard (skill) necessary for students in grades K--12?   Historical comprehension Historical issues analysis and decision making Historical analysis and interpretation Chronological thinking Historical research capabilities All of the Above

	Historians recommend that the National Standards for History be approached in grades K--4 at a superficial level.    True  False

	At present, the Bradley Commission's Comprehensive Social Studies Examination is the best single test educators have to measure both present successes and failures and any large-scale impact of reforms in the teaching of history.    True  False

	The Habits of Mind associated with history include perspective and modes of thought such as: develop historical empathy and comprehend the diversity of cultures and shared humanity as well as:   Evaluate ethics/character and read widely/critically Determine consequences and accept uncertainties of life All of the above None of the above

	Timelines are concrete devices used to assist students in understanding the abstract concept of time. Ms. Kopf knows that she needs to introduce children to timelines. First timelines should be concerned with the correct ordering of events. What are some ways to do this?   Point out timelines in text, newspaper, etc. Have timelines in the classroom that can be easily seen and reached for additions. Have students record one event each day, week, or year in their lives. Use a clothesline to make a timeline with items, pictures, dates attached with the clothespins. Begin discussing timelines during calendar times. All of the above None of the above

	Mr. Reel uses the textbook each day in his history class the students read and answer the questions in the back of the book. He is considering having the students take a field trip to a local museum but is discouraged because of travel funding issues. What other resources should Mr. Reel use to potentially enhance his history class?   Mr. Reel's community can be seen as a resource, cemeteries, architecture, and local historians, and documents. None of the above Diaries, letters, and pictures could be incorporated There are local history buffs everywhere, senior citizen groups, pen pal programs, invite people to class, video, audio, and pod cast recordings can preserve history and allow for sharing with students. All of the above There are several collections online- for example, American Memory http://memory.loc.gov/ammem/index.html

	As social studies professionals we should model proper critical analysis of visual representation, works of art, pictures, and film. What does this mean?   Avoid using film and pictures in class, they are too much trouble and are usually not historically correct. It means as professionals we need visual literacy requiring skills in interpretation, the exercise of judgment, and the desire to question what is seen. When using film in the classroom -- teachers allow students to watch on their own and share their own interpretations -- never questioning the presentation. Answer 1 and 2 are both correct None of the above All of the above

	Teachers can help students successfully act out history in several ways including   None of the above keeping a record of students' daily participation in the drama. researching the topic while summarizing all the research in a series of events and relationships. All of the above provide for large amounts of student expression.

	Ms. O'Connor usually makes time to read 1 historical fiction book per theme unit of study. Please give Ms. O'Connor advice about how to use historical fiction and children's trade books. Ms. O'Connor needs to know   historical fiction may be used as a part of an exploratory introduction to help raise interest in historical events. These events are open to many interpretations. One story can't be a substitute for the study of an event or historical issue. All of the above are good advice for Ms. O'Connor historical fiction can serve as the source of data to be analyzed and evaluated. It is important to use more than one book on each topic, so the students may compare, evaluate, and interpret. historical fiction books must be selected that are written in the context of the real historical events, involving a particular place, and time period. She should not take any of this advice.

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