Contents
Preface ?ix
Acknowledgments ?xiii
1. ??But My Kids Cannot Do This . . .?: Challenging Perceptions About Historical Investigations ?1
My Why, Part I ?2
The Stanford History Education Group (SHEG) ?6
My Why, Part II ?7
The Inquiry Arc ?8
Professional Learning ?10
The History Lab 2.0 ?10
The Only Constant Is Change! ?18
Conclusion ?20
2. ??Yes, Your Students Can Do This?: Historical Investigation for All Students ?23
A Road Map ?25
Teaching Up ?27
Build Scaffolds ?28
In the Center Ring, Inquiry Versus Coverage and Control ?30
Scaffolding to Success ?32
Making the Inquiry Question Accessible for All ?34
Adapting Historical Sources: Political Cartoons and Images ?36
Modifying a Text Source ?44
Scaffolding the Process ?50
Conclusion ?54
3. ??Is Every Day a Lab??: What Happens Between History Labs? ?57
The Twinkies of Lessons ?58
?Is Every Day a Lab?? ?58
Seriously, No Trench Foot, or Tanks, or Mustard Gas? ?59
Woven Into Every Unit ?62
Where Are the Investigations!? ?96
What Happens Between History Labs? ?100
4. ??Is There an Easy Way to Develop Questions . . . ??: Sorry, No ?103
One-Stop Shopping ?104
The Engagement Cliff ?104
The Brain and Questions ?107
Why Questions in Social Studies? ?107
Organizing the Mental Bedroom ?108
Types of Questions ?109
We Learned That in October?You Mean I Was Supposed to Remember That? ?111
Unit-Wide Questions ?114
Building Lesson-Level Questions ?116
Coverage Demands Choices ?118
?Would You Have Your Students Debate Slavery?? ?119
Open Versus Closed Questions ?119
The People in the Past Were Stupid ?121
The Tug of War Between Relevance and Accuracy ?122
A Little Sex Appeal Goes a Long Way ?122
Historical Categories of Inquiry ?123
Types of Questions ?124
It Is Iterative and Recursive and Frustrating (But Also Exciting)! ?133
Marcus Garvey: The Evolution of a History Lab Question ?134
Having Students Develop Their Own Questions ?138
Conclusion ?141
5. ??Discussion Is for Classes Like Foreign Language?: Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking ?143
Please, Not Another Strike! ?144
Not Going to Do It ?146
Let?s Talk ?148
It Is Not Just Debates ?148
?I Don?t Feel Comfortable? ?149
Teacher Talk Moves and History ?153
Building Student Capacity for Discussion ?156
Scoring and Feedback ?159
The Pullman Strike of 1894 ?160
Source-Based Testimony ?163
Setting the Stage ?163
A Hearing Is Now Called to Order! ?165
Discussion and Pullman ?165
Conclusion ?169
6. ??My Kids Felt More Seen Today?: Teaching Hard Histories ?171
Why Hard Histories? ?173
Controversial Issues and Hard Histories ?175
Hard Histories and Inquiry ?177
LGBTQ+ History ?181
Getting By With the Help of Some Friends! ?182
Why the Lavender Scare? ?183
The Investigation ?188
It Wasn?t Just Stonewall ?196
?No Union Is More Profound Than Marriage? ?203
?What?s the Big Deal?? ?212
7. ?Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking ?215
Social Studies Assessments ?216
I Took Tests; Weren?t They Assessing My Historical Thinking? ?217
Instruction and Assessment Disconnect ?218
No Dates, No Names?Then What Do I Assess? ?220
What Tools Are Available for Teachers? ?222
Formative Assessment Tools for Historical Thinking ?224
?Not Another Essay!?: Exploring Alternative Summative Assessments ?230
Conclusion ?251
Conclusion: ?I Don?t Always Mention Those Words?: The Power of Partnerships ?255
Initiating the Partnership ?256
The Planning Meeting ?256
Intervisitations ?257
?I Don?t Always Mention Those Words? ?257
References ?261
Index ?283
About the Author ?295
