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Because school history often relies on reading and writing and has its own discipline-specific challenges, it is important to understand the language demands of this content area, the typical writing requirements, and the language expectations of historical discourse. History uses language is specialized ways, so it can be challenging for students to construct responses to historical events. It is only through a focus on these specialized ways of presenting and constructing historical content that students will see how language is used to construe particular contexts. This book provides the results of a qualitative study that investigated the language resources that 8th and 11th grade students drew on to write an exposition and considered the role of writing in school history. The study combined a functional linguistic analysis of student writing with educational considerations in the underresearched content area of history. Data set consisted of writing done by students who were English language learners and other culturally and linguistically diverse students from two school districts in California. The book is an investigation of expository school history writing and teachers’ expectations for this type of writing. School history writing refers to the kind of historical writing expected of students at the pre-college levels.
"The story of the fascinating and fateful "daughter diplomacy" of Anna Roosevelt, Sarah Churchill, and Kathleen Harriman, three glamorous young women who accompanied their famous fathers to the Yalta Conference with Stalin in the waning days of World War II"--
A portable and affordable reference tool, A Pocket Guide to Writing in History provides reading, writing, and research advice useful to students in all history courses. Concise yet comprehensive advice on approaching typical history assignments, developing critical reading skills, writing effective history papers, conducting research, using and documenting sources, and avoiding plagiarism -- enhanced with practical tips and examples throughout -- have made this slim reference a best-seller. Now in its sixth edition, the book offers more coverage of working with sources than ever before.
Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies
Writing Local History Today guides local historians through the process of researching, writing, and publishing their work. Mason & Calder present step-by-step advice to guide aspiring authors to a successful publication and focus not only on how to write well but also how to market and sell their work. Highlights include: Discussion of how to identify an audience for your writing project Tips for effective research and planning Sample documents, such as contracts and requests for proposals Discussion of how to use social media to leverage your publication Discussion of the benefits and drawbacks to self-publishing An essay by Gregory Britton, the editorial director of John Hopkins University Press, about financial pitfalls in publishing This guide is useful for first-time authors who need help with this sometimes daunting process, or for previously published historians who need a quick reference or timely tip.
Writing History in the Digital Age began as a “what-if” experiment by posing a question: How have Internet technologies influenced how historians think, teach, author, and publish? To illustrate their answer, the contributors agreed to share the stages of their book-in-progress as it was constructed on the public web. To facilitate this innovative volume, editors Jack Dougherty and Kristen Nawrotzki designed a born-digital, open-access, and open peer review process to capture commentary from appointed experts and general readers. A customized WordPress plug-in allowed audiences to add page- and paragraph-level comments to the manuscript, transforming it into a socially networked text. The initial six-week proposal phase generated over 250 comments, and the subsequent eight-week public review of full drafts drew 942 additional comments from readers across different parts of the globe. The finished product now presents 20 essays from a wide array of notable scholars, each examining (and then breaking apart and reexamining) if and how digital and emergent technologies have changed the historical profession.
This “taut narrative” of the fourteenth-century conflict between England and France offers “a detailed, climactic account of a legendary battle” (Publishers Weekly). The epic fourteenth-century Battle of Poitiers marked a major turn in the Hundred Years’ War between England and France. Prince Edward, known to all as the Black Prince, not only won a surprising victory in his first campaign as commander, but managed the nearly impossible feat of taking the French monarch, King Jean II, prisoner. In the summer of 1356, Prince Edward drove toward the Loire Valley, deep in French territory. There, he met the full French army led by King Jean and a number of French nobles, including veterans of the defeat at Crécy ten years before. Outnumbered, the Prince fell back, but in September, he turned near the city of Poitiers to make a stand. Historians Witzel and Livingstone provide a day-by-day description of the campaign of July to September 1356, climaxing with a vivid description of the Battle of Poitiers itself. The detailed account and analysis of the battle and the campaigns that led up to it has a strong focus on the people involved in the campaign: ordinary men-at-arms and noncombatants, as well as princes and nobles.
Writing the American Past reproduces dozens of untranscribed, handwritten documents, offering students the opportunity to transcribe, decipher, and interpret primary sources. Documents include diary entries from Massachusetts in the 1690s, a woman detailing the Great Awakening, an eighteenth-century treaty with Native Americans, a journal describing antebellum train travel, and a letter by a slave Skillfully teaches students to engage with the raw material of pre-1877 US history: the written document An introduction and headnotes to each document contextualize the sources and provide a foundation from which the student can explore the material
From the earliest scratches on stone and bone to the languages of computers and the internet, A History of Writing offers an investigation into the origin and development of writing throughout the world. Illustrated with numerous examples, this book offers a global overview in a format that everyone can follow. Steven Roger Fischer also reveals his own discoveries made since the early 1980s, making it a useful reference for students and specialists as well as a delightful read for lovers of the written word everywhere.
"Art does not produce the visible but makes visible," wrote Paul Klee. This work examines and reinterprets this important principle-- writing does not reproduce speech, it makes it visible-- through an in-depth history of writing across the globe, from ancient civilization to the modern day. "A History of Writing" analyzes the role of the image in writing from three perspectives: * Part one is devoted to the oldest, non-alphabetic methods of writing, and to the ingenious developments devised by civilizations that chose to adapt them to their language and culture: from the ancient development of cuneiform script in southern Mesopotamia, to the intricate ideographic scripts of China and Japan, or the still-to-be-deciphered rongo-rongo script of Easter Island. * Part two focuses on the history and dissemination of alphabets, examining the origins of the Western semitic alphabet and its "sister" Arabic alphabet script, through to the lesser-known scripts of the Caucasus or of sub-Saharan Africa. * Part three, finally, examines the reincorporation of imagery into the Western alphabet, looking at various hand-written and printed forms, from the sumptuous illuminations of the "Book of Kells" to the rise of printing and of typographic forms in modern times, leading to questions over how different writing systems are now adapting in a world that is increasingly dominated by computer technology. In total, fifty-eight lavishly illustrated chapters present detailed yet accessible commentaries from a team of leading specialists in the study of writing. Together they explain and clarify the birth, evolution, and dissemination of over thirty key scripts and alphabets and theirnumerous derivatives. The breadth and scope of material covered, along with the detailed sources of documentation provided, make "A History of Writing" an essential and exciting new contribution to existing scholarship on this fascinating subject. With contributions from: Michel Amandry, Jacques André , Pierre-Marc de Biasi, Catherine Bizot, Franç ois Bizot, Daniel Bouchez, Jean Boulè gue, Dominique Briquel, Claire Bustarret, Nina Catach, Dominique Charpin, Roger Chartier, Anne-Marie Christin, Cé cile Dauphin, Michel Davoust, Franç ois Dé roche, Franç ois-Xavier Dillmann, Catherine Dobias-Lalou, Jean-Piere Drè ge, Jean-Marie Durand, Bé atrice Fraenkel, Pascal Griolet, Michaë l Guichard, Bertrand Hirsch, Yves Jeanneret, Pierre-Yves Lambert, Daniè le Lavallé e, André Lemaire, Sé golè ne Le Men, Franç ois Lissarrague, Jean-Pierre Mahé , Henri-Jean Martin, Charles Mopsik, Nguyen Phu Phong, Jean-Pierre Olivier, Jennifer O'Reilly, Michel Parisse, Armando Petrucci, Jacqueline Pigeot, Georges-Jean Pinault, René Ponot, Annie Renonciat, Daniel Roche, Cé cile Sakai, Marianne Simon-Oikawa, Martine Simonin, Darwin Smith, Emmanuel Souchier, Jacqueline Sublet, Marc Thouvenot, Lé on Vandermeersch, Pascal Vernus, Vladimir Vodoff