Deck 5: How Can I Teach History Powerfully

Question 1

Presentism is defined as

A)viewing changes as unrelated rather than as progressive.
B)viewing changes as equivalent to evidence.
C)viewing past events and ideas through one's contemporary lens.
D)failing to clarify connections between actions and events.

Answer 1

C

Question 2

Commonly used history textbooks are difficult for students to understand because they lack

A)complexity
B)coherence
C)context
D)examples

Answer 2

B

Question 3

History is interpretive discipline focused on significant events as well as particulars.

Answer 3

True

Question 4

Interactive timelines are inferior to commercial ones because they confuse students about landmark events in history.

Question 5

In appropriately developed units, elementary children are ready for detailed chronologies (that include dates).

Question 6

History is

A)an interpretive discipline and an empirical science.
B)an interpretive discipline, not an empirical science
C)a series of theories.
D)a series of explanations.

Question 7

The problem with narrative structures is that they can

A)lead to over-simplification of historical trends and events.
B)be difficult to connect with other social studies content.
C)promote empathy with the people being studied.
D)be difficult as foundational aspects of curricula development.

Question 8

Recent research in children's historical thinking asserts that

A)children have little reference to historical thinking.
B)history should be the center of social studies curriculum.
C)children can distinguish large "chunks" of time and can reference their judgments.
D)children can easily detect bias, chauvinism, and presentism.

Question 9

Recent research suggests students below the age of 10 are unable to engage in historical thinking.

Question 10

A challenge of history is

A)aligning content with the textbook.
B)focusing on goals.
C)including engaging stories.
D)identifying "whose history" to teach.

Question 11

Historical fiction features

A)longer and more complex sentences, but about a subset of topics.
B)longer and more complex sentences with simpler vocabulary.
C)less cohesion across sentences and paragraphs that add interest.
D)restricted readability formulas making it easier to comprehend.

Question 12

Historical empathy is defined as

A)considering the decisions and actions of the past and comparing to the present.
B)viewing past events and ideas through one's contemporary lens.
C)making judgments about people and events based on prior knowledge.
D)considering past decisions and actions with reference to the knowledge and technologies then available.

Question 13

Commonly used history textbooks are not difficult for students to understand and in fact should be relied on more often.

Question 14

In teaching elementary students history, it is important to focus on causal explanations in order to help students understand not only what happened but why, and what this might mean for personal, social, or civic decision making.

Question 15

Well-chosen children's literature can accomplish three significant purposes. These include

A)historical understanding, presentism, and empathy.
B)content standards, test alignment, and multiple perspectives.
C)content integration, process skills, and context.
D)historical understanding, context, and alternative perspectives.

Question 16

The problem with narrative structures is that they can lead to over-simplification of historical trends and events.

Question 17

Recent research in historical thinking asserts that children cannot distinguish large "chunks" of time and cannot reference their judgments.

Question 18

Most children show a pervasive presentism in their thinking about the past so it is important to help them develop historical empathy: considering the decisions and actions of people in the past with reference to the knowledge and technologies available at their time and place, rather than reviewing them only from hindsight.

Question 19

Process standards focus on five groups of historical thinking skills:

A)Chronological thinking; Historical comprehensions; Historical analysis and interpretation; Historical research capabilities; Historical issue analysis and decision making
B)Chronological thinking; Historical considerations; Historical analysis and interpretation; Historical research capabilities; Historical issue analysis and decision making
C)Chronological events; Historical comprehensions; Historical analysis and interpretation; Historical research capabilities; Historical issue analysis and decision making
D)Chronological thinking; Historical comprehensions; Historical analysis and interpretation; Historical research capabilities; Historical decision making

Question 20

Well-chosen children's literature can accomplish three significant purposes. They are to advance historical thinking, provide context, and establish a single perspective.

Question 21

Most sources of advice on teaching history emphasize fostering empathy with people being studied. There is a danger of presentism when we study people from the past with the benefit of hindsight. Provide a general description of what historical topics are to be developed at a particular grade level, then explain how you anticipate presentism might occur as part of the conversations. Include at least three examples or instances and explain what you will do to address them.

Question 22

Children's tradebooks have a great deal to offer as substitute or supplementary sources for curricular content. Explain how you will use them in your classroom. Identify at least three criteria you will use in making your decisions about your selections.
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Question 23

Theory and research on teaching history for understanding suggests that instruction be focused on the study of particular individuals and groups of people rather than impersonal abstractions. Explain how you will approach this in your classroom by providing a general description of what historical topics are to be developed at a specific grade level. Provide at least three rich examples (laced with details)of how you will personalize the content.