| 000 | 07215nam a22004813i 4500 | ||
|---|---|---|---|
| 001 | EBC6370615 | ||
| 003 | MiAaPQ | ||
| 005 | 20240724114605.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 240724s2020 xx o ||||0 eng d | ||
| 020 |
_a9781789735970 _q(electronic bk.) |
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| 020 | _z9781789735963 | ||
| 035 | _a(MiAaPQ)EBC6370615 | ||
| 035 | _a(Au-PeEL)EBL6370615 | ||
| 035 | _a(OCoLC)1202474786 | ||
| 040 |
_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ |
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| 050 | 4 | _aLB5-3640 | |
| 082 | 0 | _a372.677 | |
| 100 | 1 | _aHeuvel, Lisa L. | |
| 245 | 1 | 0 |
_aLiving History in the Classroom : _bPerformance and Pedagogy. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aBingley : _bEmerald Publishing Limited, _c2020. |
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| 264 | 4 | _c©2020. | |
| 300 | _a1 online resource (273 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 505 | 0 | _aCover -- Living History in the Classroom -- Living History in the Classroom: Performance and Pedagogy -- Copyright -- Dedication -- Table of Contents -- List of Figures -- About the Contributors -- Foreword -- References -- Acknowledgments -- Introduction: "Mr. Jefferson, Meet the Digital Natives" -- Abstract -- About This Book: Current Understandings on Student Engagement and Inquiry -- References -- 1. Making History -- Abstract -- What Character Interpretation Does -- It Works Where Other Techniques Often Fail -- It Humanizes Difficult and Controversial Issues and Events -- It Can Clarify Processes -- The Limitations of Character Interpretation -- Unrealistic? -- Subjective? -- Incomplete? -- Effective Set-up and Wrap-up -- Let the Kids Do It -- Good Character Interpretation is Storytelling -- Story Structure -- The Character -- The Setting -- The Problem -- The Action -- The Resolution -- Crafting the Story -- Setting Up the Performance -- Making It Real -- 2. The Value of the Story: Where Learning Meets Understanding -- Abstract -- The Power of Story -- Two Types of Stories -- The Narrative Approach -- The Personal Approach -- A Story and a Lesson -- Learning -- Teaching -- Understanding through Teaching: The Story -- Another Story and Lesson -- Letting Someone Else Tell the Story -- Six Facets of Understanding -- Project-based Learning -- A Story and a Lesson -- Another Story and Lesson -- Once Upon a Time -- References -- 3. Bringing History into the Classroom -- Abstract -- Interpreting Historical Figures -- What Is First-person Interpretation? -- Who Should I Be? -- Anticipate Controversy -- Why Do It? -- Setting the Stage -- The Characterization -- The Debriefing -- Lesson Extension -- 4. Traveling with a Rabbit: Finding the Hook to Engage Young Readers -- Abstract -- Introduction -- Engagement: Why a Rabbit?. | |
| 505 | 8 | _aFoundations for Creating Engagement: Establishing Time and Place -- Creating Cross-curricular Connections -- Connections to Economics and Personal Financial Literacy -- Parents Jump on Board -- Sharing a Vision -- Zipping Up the Backpack beyond the Classroom: Final Thoughts -- Reference -- 5. Implementing Storytelling and Interpretation in Your Classroom -- Abstract -- Motivating Students -- Begin with Assessment in Mind -- Getting Started in Your Classroom -- Media Performance Tips -- Involving Others -- References -- 6. Historical Character Portrayal: Breaking It Down -- Abstract -- Why Living History? -- Creating the Environment -- Building Capacity for Student Performances -- Artifact Analysis -- Introductory Story -- Prompt for the Students -- Impact -- Historical Thinking in Practice -- Effective Living History Presentations -- Teacher/Professionally Modeled Options -- Suggestions for Student Short Ghost Stories and Short Stories -- Professional Performance -- Student Products -- Large Group Student Opportunities -- Partner/Pairing Opportunities -- Flying Solo -- Grading vs Learning -- Reference -- 7. A Teaching Model of Character, Content, and Pedagogy -- Abstract -- Why We Value Stories -- Historical Interpretation Finds Its Voice -- Bridging between Classrooms and Public History -- A Model for the Classroom -- Pedagogy -- Content -- Character -- Performance -- Interview with Bill Weldon, Veteran Interpretive Planner and Performer -- Bill Weldon: Portraying the Historical Character as a Matter of Fact -- References -- 8. Becoming Hi-Story-Cal -- Abstract -- Where to Begin -- Presentation -- Daisy Bates Historic Character Presentation -- Betsy Costner Historic Character Presentation -- Conclusion -- Daisy Bates Historic Character Presentation -- Betsy Costner Historic Character Presentation -- How to Reach Your Audience -- Movement -- Mood. | |
| 505 | 8 | _aGo Ahead and Start -- References -- 9. Building Your Character -- Abstract -- Where I Began: Childhood Memories -- First Steps: Identifying Your Character -- Portraying Historical Figures from Different Time Periods and Cultures -- Process -- Thoughts on the Personal Side of Character Portrayal -- References -- 10. Stuff, Not Nonsense: Using Material Culture in Historical Research and Interpretation -- Abstract -- Material Culture Studies -- Consider the "Thingness" of the Item in Question -- Ponder the "Biography" of the Artifact -- Investigate the Meaning of the Object -- Case Study #1: Texts -- Case Study #2: Objects -- Using Material Culture in Historical Interpretation -- Conclusion -- References -- Recommended Reading -- Material Culture Study Questions -- 11. Who Is in Charge? Using and Creating Media in the History Classroom -- Abstract -- References -- 12. Making Connections -- Abstract -- Growing Your Team -- Finding Allies -- Amplifying Your Work -- Using Museums to Enhance Performance Pedagogy -- Planning Your Visit -- Using Museum Strategies in the Classroom -- Extending the Learning -- Using Your Curriculum to Your Advantage -- Integrating Content -- Assessing Understanding -- Share Your Work -- Tips for Presenting at Conferences -- Tips for Starting a Blog -- Tips for Diving into Twitter -- Working with Administrators -- Don't Forget to Reflect -- Reference -- 13. Postscript -- Index. | |
| 520 | _aMany educators want to use historic characters in the classroom but lack strategies and resources. The types of questions they ask are answered in Living History in the Classroom: Performance and Pedagogyby outstanding content experts with practical insights into performance, public history, and education. | ||
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aStorytelling in education. | |
| 650 | 0 | _aHistory-Study and teaching (Elementary). | |
| 650 | 0 | _aHistory-Study and teaching (Secondary). | |
| 650 | 0 | _aCreative teaching. | |
| 655 | 4 | _aElectronic books. | |
| 776 | 0 | 8 |
_iPrint version: _aHeuvel, Lisa L. _tLiving History in the Classroom _dBingley : Emerald Publishing Limited,c2020 _z9781789735963 |
| 797 | 2 | _aProQuest (Firm) | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=6370615 _zClick to View |
| 999 |
_c21750 _d21750 |
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