Bruce A. Lesh is a former high school teacher in Baltimore County Public Schools, curriculum director at the Maryland State Department of Education, past president of the Maryland Council for the Social Studies, and vice-chair of the National Council for History Education. He has been recognized as the Organization of American Historians Teacher of the Year, and the Maryland Secondary Social Studies Teacher of the Year. He received the 2024 National Council for History Education (NCHE) Paul Gagnon Prize for a Significant Contribution to the Promotion of History Education.
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Contents Preface ?ix Acknowledgments ?xiii 1. ?"But My Kids Cannot Do This . . .": Challenging Perceptions About Historical Investigations ?1 My Why, Part I ?2 The Stanford History Education Group (SHEG) ?6 My Why, Part II ?7 The Inquiry Arc ?8 Professional Learning ?10 The History Lab 2.0 ?10 The Only Constant Is Change! ?18 Conclusion ?20 2. ?"Yes, Your Students Can Do This": Historical Investigation for All Students ?23 A Road Map ?25 Teaching Up ?27 Build Scaffolds ?28 In the Center Ring, Inquiry Versus Coverage and Control ?30 Scaffolding to Success ?32 Making the Inquiry Question Accessible for All ?34 Adapting Historical Sources: Political Cartoons and Images ?36 Modifying a Text Source ?44 Scaffolding the Process ?50 Conclusion ?54 3. ?"Is Every Day a Lab?": What Happens Between History Labs? ?57 The Twinkies of Lessons ?58 "Is Every Day a Lab?" ?58 Seriously, No Trench Foot, or Tanks, or Mustard Gas? ?59 Woven Into Every Unit ?62 Where Are the Investigations!? ?96 What Happens Between History Labs? ?100 4. ?"Is There an Easy Way to Develop Questions . . . ?": Sorry, No ?103 One-Stop Shopping ?104 The Engagement Cliff ?104 The Brain and Questions ?107 Why Questions in Social Studies? ?107 Organizing the Mental Bedroom ?108 Types of Questions ?109 We Learned That in October-You Mean I Was Supposed to Remember That? ?111 Unit-Wide Questions ?114 Building Lesson-Level Questions ?116 Coverage Demands Choices ?118 "Would You Have Your Students Debate Slavery?" ?119 Open Versus Closed Questions ?119 The People in the Past Were Stupid ?121 The Tug of War Between Relevance and Accuracy ?122 A Little Sex Appeal Goes a Long Way ?122 Historical Categories of Inquiry ?123 Types of Questions ?124 It Is Iterative and Recursive and Frustrating (But Also Exciting)! ?133 Marcus Garvey: The Evolution of a History Lab Question ?134 Having Students Develop Their Own Questions ?138 Conclusion ?141 5. ?"Discussion Is for Classes Like Foreign Language": Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking ?143 Please, Not Another Strike! ?144 Not Going to Do It ?146 Let's Talk ?148 It Is Not Just Debates ?148 "I Don't Feel Comfortable" ?149 Teacher Talk Moves and History ?153 Building Student Capacity for Discussion ?156 Scoring and Feedback ?159 The Pullman Strike of 1894 ?160 Source-Based Testimony ?163 Setting the Stage ?163 A Hearing Is Now Called to Order! ?165 Discussion and Pullman ?165 Conclusion ?169 6. ?"My Kids Felt More Seen Today": Teaching Hard Histories ?171 Why Hard Histories? ?173 Controversial Issues and Hard Histories ?175 Hard Histories and Inquiry ?177 LGBTQ+ History ?181 Getting By With the Help of Some Friends! ?182 Why the Lavender Scare? ?183 The Investigation ?188 It Wasn't Just Stonewall ?196 "No Union Is More Profound Than Marriage" ?203 "What's the Big Deal?" ?212 7. ?Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking ?215 Social Studies Assessments ?216 I Took Tests; Weren't They Assessing My Historical Thinking? ?217 Instruction and Assessment Disconnect ?218 No Dates, No Names-Then What Do I Assess? ?220 What Tools Are Available for Teachers? ?222 Formative Assessment Tools for Historical Thinking ?224 "Not Another Essay!": Exploring Alternative Summative Assessments ?230 Conclusion ?251 Conclusion: "I Don't Always Mention Those Words": The Power of Partnerships ?255 Initiating the Partnership ?256 The Planning Meeting ?256 Intervisitations ?257 "I Don't Always Mention Those Words" ?257 References ?261 Index ?283 About the Author ?295
"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library." -CHOICE