Teaching for Historical Literacy

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  • Additional Information
    • Availability:
      ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
    • Peer Reviewed:
      Y
    • Source:
      6
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Social Studies; Personal Narratives; History Instruction; Controversial Issues (Course Content); Culturally Relevant Education; Educational Practices; Cultural Education; United States History; Cultural Literacy; Teaching Methods
    • Subject Terms:
      United States
    • ISSN:
      0013-1784
    • Abstract:
      Just as people focused on education in the United States call for more content-rich curriculums, elementary schools in many areas have squeezed history and social studies out of their school day. When social studies is taught, it's often characterized by overreliance on a textbook and "covering" isolated facts; extended, engaged reading is not made integral to this teaching. Students, the authors argue, aren't doing the kind of reading that engages them in the fascinating questions of history--or shown the personal stories, questions, and controversies that are part of the past and that yield meaningful knowledge for being a U.S. citizen today. They argue for teaching for "historical literacy." Teachers are encouraged to adapt four practices in their approach to both teaching history and choosing accompanying texts: (1) interact with many texts; (2) ask questions for different purposes; (3) evaluate authors' purposes and perspectives; and (4) interpret historical fiction picture books. (Contains 2 figures.)
    • Abstract:
      As Provided
    • Number of References:
      10
    • Publication Date:
      2012
    • Accession Number:
      EJ982573