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2. Helping Your Child Learn History (PDF) - ed

   files.eric.ed.gov/fulltext/ED498934.pdf

   To order copies of this publication in English or Spanish write to: ED Pubs Education Publications Center U.S. Department of Education P.O. Box 1398 Jessup, MD 20794-1398; or fax your request to: 301-470-1244; or e-mail your request to: edpubs@inet.ed.gov. or call in your request toll-free: 877-433-7827 (877-4-ED-PUBS).

3. History of education in the United States - Wikipedia

   en.wikipedia.org/wiki/History_of_education_in...

   The rapid expansion of education past age 14 set the U.S. apart from Europe for much of the 20th century. [82] From 1910 to 1940, high schools grew in number and size, reaching out to a broader clientele. In 1910, for example, 9% of Americans had a high school diploma; in 1935, the rate was 40%. [190]

4. Historical Thinking in the Elementary Years: A Review of ...

   files.eric.ed.gov/fulltext/EJ1073974.pdf

   t and thorough framework for an analysis of historical thinking. These elements will provide a framework for a review of current research into children's historical thinking and for suggested activities that would appropriat. ly address these elements in elementary school history classrooms.His.

5. CHALLENGES FACING BEGINNING HISTORY TEACHERS: AN ... - ed

   files.eric.ed.gov/fulltext/EJ718724.pdf

   inquiry. Wineburg and Wilson examined the influence of disciplinary background on the teaching of history by four beginning teachers with different social studies content backgrounds. They found that the students’ disciplinary perspectives clearly influenced their teaching of historical thinking and their goals for instruction.13

6. ERIC - ED420572 - Doing History: Investigating with Children ...

   eric.ed.gov/?id=ED420572

   Each vignette offers a glimpse of a particular experience of teaching and learning history. The rest of the chapter puts the vignette in perspective, explaining why it is sound instruction and sound history, as well as providing examples of activities ranging from the first years of primary school through the end of the middle grades.

7. Progression in Children's Ideas about History. Project CHATA ...

   eric.ed.gov/?id=ED388531

   The project is set in the context of changes within history teaching and the thinking of researchers, particularly the shift of interest from children's substantive historical concepts to their second-order understandings of structural concepts like evidence, account, and cause in history.