Deck 11: Helping Students Interpret History

Question 1

Developing a historical perspective helps to answer all of the following questions except:

A) who am I?
B) why are some people's stories more valuable to study than those of others?
C) how am I connected to those in the past?
D) how has our world changed and how might it change in the future?

Answer 1

B

Question 2

Preparation for reenactments include all of the following except:

A) developing a set of teacher presentations to provide the accurate knowledge of the event.
B) involving students in researching the historical event thoroughly.
C) involving students in mentally summarizing the research in a series of events and relationships.
D) making a chart on which students list questions to consider about the event.

Answer 2

A

Question 3

When teaching elementary students about history, educators should rely heavily on the textbook to provide the true factual information needed for examination.

Answer 3

False

Question 4

Which of the following does the study of history accomplish?

A) It unifies people into nations.
B) It helps in the study of other subjects.
C) It helps individuals attain their identity.
D) All of the above
E) None of the above

Question 5

History can help us construct habits of the mind. The following are perspectives that can become habits of the mind except:

A) reading widely and critically.
B) accepting the uncertainties of life.
C) comprehending that change and continuity interact.
D) considering conclusions from data as accurate predictions for the future.

Question 6

Which one of the following questions is most likely to help students do data interpretation from documents?

A) Does the document include any words indicating bias?
B) Is the document sworn to or legally binding?
C) Does the document order an action to be taken?
D) Does the information in the document agree with other resources?

Question 7

The making of a time line is the most important student activity associated with history education.

Question 8

Time lines are used to help students understand:

A) the chronological order of time.
B) the proportional amount of time between events.
C) potential cause and effect relationships.
D) All of the above

Question 9

Teachers who use literature or trade books to teach about other cultures or history can be fairly confident that the books from major publishing firms contain historically accurate information and interpretation of events and actions.

Question 10

The NCSS standard that derives most of its content from history is:

A) culture.
B) time, continuity, and change.
C) science, technology, and society.
D) power, authority, and governance.

Question 11

Which of the following primary documents is most likely to be void of interpretations?

A) Diary entries
B) Deeds for property
C) Debates officially recorded in the state or national legislatures
D) Newspaper accounts of events as happening

Question 12

The study of history involves:

A) finding facts and communicating them.
B) finding facts, interpreting meaning, and communicating results.
C) finding the facts to support your hypothesis.
D) recording events as they happen.

Question 13

The study of history provides us with both socialization and counter-socialization activities. Counter-socialization refers to:

A) helping a student accept the mainstream culture.
B) encouraging students to support their culture.
C) requiring views to be supported by reason and evidence.
D) having students learn that the continuity of a society's ideas is most important so they should resist efforts at changing those ideas.

Question 14

Among the various state social studies curriculum requirements, American history is the most frequent single course listed.

Question 15

In the United States of America the most frequently identified requirement for social studies in grades 4 and 8 is:

A) state history.
B) American history.
C) world history.
D) local history.

Question 16

Which kind of history is the LEAST appropriate to teach to elementary students?

A) Social and family history
B) Ethnic history
C) Political history
D) Technological history

Question 17

Which of the following is NOT an appropriate use for a timeline?

A) Asking early childhood students to correctly order a few events
B) Introducing early grades students first to ordering events by the century in which they took place
C) Using a clothesline with early grade students to order events on cards by attaching them with clothespins to the line
D) Dividing large time spans into understandable division for older students

Question 18

Which of the national standards for history would not be appropriate for K-4 students?

A) Drawing data on to historical maps
B) Reading historical narratives with some imagination
C) Utilizing data presented in charts and tables
D) Identifying the author of a historical document

Question 19

Historians and the school system have the same priority in goals for the learning of history.

Question 20

A multicultural perspective is introduced into the study of history when:

A) the contributions of all people are examined.
B) students study the totality of people's experiences.
C) students learn to identify the conflicts in the perspectives of various people.
D) all of the above

Question 21

Some of the skills used in the study of history are different from those used by social scientists.

Question 22

Performing a historical task such as basket weaving, candle making, or cooking over a camp fire are simulations and not necessarily historically accurate reproductions.

Question 23

Pictures are good instructional resources for the study of history because they are accurate portrayals of what was present at the time.

Question 24

Paintings, drawings, and sculptures are interpretations of the events by the artists.

Question 25

The National Standards for History for grades K-4 focus exclusively on the history of the
United States of America.