Building Students' Historical Literacies: Learning To Read And Reason With Historical Texts And Evidence
Author Description
1. Building Historical Literacies -- 2. Defining Historical Literacies -- 3. Teaching Historical Literacies -- 4. Developing An Appropriate Epistemic Stance For Working With Multiple Texts -- 5. Using Historians' Heuristics For Working With Primary Sources -- 6. Helping Students Make Inferences With Artifacts -- 7. Developing Metaconceptual Understanding With Visual Texts -- 8. Developing Historical Empathy And Perspective Taking Through Historical Fiction -- 9. Fostering Healthy Skepticism Using Textbooks And Secondary Sources -- 10. Avoiding Reductionist Thinking With Audio And Video Texts -- 11. Building An Argument With Quantitative Historical Evidence -- 12. Engaging In Critical Intertextual Analysis With Multimodal Texts -- 13. Finding A Pattern In Building Historical Literacies. By Jeffery D. Nokes. Includes Bibliographical References (pages 205-211) And Index.
Menrva's Summary
THE THESIS
This book investigates the pedagogical strategies required to cultivate historical literacy in students, specifically focusing on how to read, analyze, and reason with diverse historical evidence. Jeffery D. Nokes, an expert in social studies education, provides a framework for moving beyond rote memorization of facts. He argues that students must adopt the cognitive habits of historians to effectively evaluate primary sources, textbooks, and multimodal media. The text synthesizes current research on historical thinking to offer practical classroom applications for educators.
THE SCOPE MAP
What You Will Find
- Methodologies for teaching students to evaluate primary and secondary sources using historians' heuristics.
- Strategies for analyzing non-traditional evidence, including visual texts, artifacts, and quantitative data.
- Frameworks for developing historical empathy and perspective-taking through literature and media.
- Techniques for fostering critical intertextual analysis to avoid reductionist thinking in the classroom.
THE AUTHORITY PERSPECTIVE
Educators and curriculum designers frequently cite this work as a foundational text for integrating disciplinary literacy into social studies instruction. Experts highlight the book's practical utility in bridging the gap between abstract historical theory and concrete classroom practice.
Page Count:
240
Publication Date:
2012-01-01
Publisher:
Routledge,
ISBN-10:
0203137329
ISBN-13:
9780203137321
History
Literacy
History
Language Arts
Education
Teaching Methods
Social Science
Academic
Pedagogy
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