Investigating With Children in Elementary and Middle Schools, 4th Edition
Routledge – 2011 – 240 pages
Now in its fourth edition, this popular text offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum.
The central assumption is that children can engage in valid forms of historical inquiry-collecting and data analysis, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historical accounts. In each chapter, the authors explain how the teaching demonstrated in the vignettes reflects basic principles of contemporary learning theory, thus providing specific examples of successful activities and placing them in a theoretical context that allows teachers to adapt and apply them in a wide variety of settings.
New in the Fourth Edition
1. Past, Present, and Future: The Sociocultural Context for Studying History
2. It’s Not Just a Mishap: The Theory Behind Disciplined Inquiry
3. There Aren’t a Lot of "For Sure" Facts: Building Communities of Historical Inquiry
4. To Find Out Things We Didn’t Know About Ourselves: Personal Histories
5. Tell Me About Yourself: Linking Children to the Past Through Family Histories
6. I Think Columbus Went to Hell!: World History: Comparisons, Interactions, Patterns
7. Camel dies, lose three turns: Scaffolding Inquiry Into World History
8. Rats in the Hospital: Creating a History Museum
9. I Have No Experience with This! Historical Inquiry in an Integrated Social Studies Setting
10. Why Isn’t That in the Textbook? Fiction, Nonfiction, and Historical Thinking
11. Oh, Good! We Get to Argue: Putting Conflict in Context
12. In My Opinion, It Could Happen Again: How Attitudes and Beliefs Have Changed Over Time
13. Nosotros La Gente: Diverse Perspectives in American History
14. The Arts Make Us All Part of Humankind: Cognitive Pluralism in History Teaching and Learning
Linda S. Levstik is Professor in the Department of Curriculum and Instruction at the University of Kentucky.
Keith C. Barton is Professor in the Department of Curriculum and Instruction and Adjunct Professor of History at Indiana University.