Review for SEED 4243 Test
1. Why is history an action verb?
2. What five key terms should you introduce you students to in a history classroom?
3. What is the difference between history and scientific laboratories?
4. When in our history have rights been marginalized?
5. Who was Thucydides?
6. What were the Geneva Conventions?
7. What is a T-chart and how might it be used in a history classroom?
8. Who was Alexis de Tocqueville?
9. What did Winston Churchill have to say about democracy?
10. What are some key events in history that illustrate the spreading of democracy in our country?
11. What book, by John Dewey, addresses how teachers have key responsibilities in classrooms? What are those?
12. On page 9, three interrelated questions are introduced as key to teaching in a history classroom. What are they and how do they play out in history classes today?
13. Are you for or against teaching globalism? Why or why not?
14. What was the Bradley Commission?
15. Do you think their work, especially history’s “Habits of Mind,” has changed how teachers teach their history classes?
16. Why do you think the author mentions NAEP? What is it?
17. Name the ten themes prescribed by NCSS. What is NCSS?
18. Do you agree or disagree with William hardy McNeill’s statement on Page 18? Why?
19. Be able to quote several definitions for history as spelled out in the first chapter of the book.
20. What is “doing” history?
21. Give your own interpretation of the relationship between history and civic education.
22. How do you think history teachers are also civic educators?
23. What is the difference between deliberative discussions and uninformed opinions?
24. Form an opinion on the phrase, “History helps us know who we are in space and time.” Summarize that opinion.
25. How do photographs help us understand events and how people change over time?
26. In your career you might teach in urban, suburban, and rural schools. How might the historical content be similar? How might it vary? How are the teaching methods similar and how might they vary?
27. When did history enter the public school curriculum?
28. Differentiate between the two traditions of history teaching.
29. Refer to the list on page 41. Address the questions presented in you text.
30. What was a Jackdaw and why were they popular with teachers?
31. What is the shortcoming of Jackdaws?
32. What happened to history in the 1960’s?
33. Describe Engle and Ochoa’s model and why did historians object?
34. What was the expanding horizons curriculum? How did Diane Ravitch and Charlotte Crabtree change that approach to teaching social studies?
35. How has history had a revival in the 21st Century?
36. The “history wars” was an internal dispute among historians. What were the two main issues debated?
37. How does the work of Linda Levstik enlighten our knowledge about how students see history?
38. How does the work of Howard Gardner, David Ausubel, Jerome Bruner and Vygotsky influence how we teach history?
39. What are the indicators of a good lecture?
40. Which of Samuel Winberg’s heuristics do you consider most essential to your teaching?
41. How do themes help organize the content of your history courses?
42. How many days in a traditional history course?
43. What seems to be left out of the GPS?
44. What was Frederick Jackson Turner’s frontier thesis? How did that shape our American character?
45. What are three models to look at world history?
46. Compare the theories of Hofstadter and Foner?
47. In the section “The Past a Wooded Thicket,” how do the authors explain the analogy?
48. Be able to evaluate a lesson plan and notice what is missing?
49. Be able to use Bloom’s Taxonomy to evaluate good and bad objectives. Be able to use Bloom’s to identify objectives at various levels.
50. What is UbD?
51. How do the strategies described in Chapter 4 compare to what you did in your high school history class?
52. Why are the standard kinds of testing not enough?
53. What four types of assessments discussed in your book? Describe them.
54. What are the three dimensions of student historical literacy?
55. If you looked at the rubric on pages 118-119, would you know what you were expected to know, show and be able to do in a performance Assessment?
56. When should a student be shown a rubric for an activity?
57. What are the five typologies of primary sources?
58. What is a jigsaw?
59. What kinds of primary sources do you like to use best? Refer to page 141.
60. Differentiate among first, second and third order documents.
61. What are the criteria for choosing a first-order document?
62. What is Jerome Bruner’s belief about narrative?
63. Describe the systematic approach described in this text.
64. Why is wait time critical to effect questioning?
65. Discuss the four variations of discussions.
66. What is historical empathy and how do we develop it in students?
67. Why are advance organizers important?
68. Describe three ways to use images effectively?
69. Who is Howard Gardner and why is he brought up in the text?
70. List ways you can engage students in writing across the curriculum.
71. What three types of writing have most high school students become familiar? How can you adapt those to history lessons?
72. Be able to name Bloom’s Taxonomy and apply what you know to the writing of questions and statements.
73. Based on John Dewey’s thinking, what is the difference between unreflective and reflective teaching?