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| Clearing House | 3 |
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| Adams, Kenneth | 1 |
| Bevevino, Mary M. | 1 |
| Dengel, Joan | 1 |
| Foster, Stuart J. | 1 |
| Padgett, Charles S. | 1 |
| Traugh, Cecilia E. | 1 |
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| Guides - Classroom - Teacher | 2 |
| Journal Articles | 2 |
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| Practitioners | 1 |
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Peer reviewedTraugh, Cecilia E. – Clearing House, 1977
This discussion of thinking skills is designed to related historiographical meanings with the overall process of historical inquiry. Using the definitions provided as a guide, the history teacher can more adequately formulate questions and teaching objectives. (Author/RK)
Descriptors: Cognitive Processes, Definitions, Historiography, History Instruction
Peer reviewedBevevino, Mary M.; Dengel, Joan; Adams, Kenneth – Clearing House, 1999
Describes the learning-cycle inquiry model and applies it to a history lesson on the problems and conflicts leading to World War I. Describes how students tackle a teacher-created problematic situation by conceptualizing questions, constructing hypotheses, and reaching consensus on solutions; debate their proposed solutions with the class; and…
Descriptors: Class Activities, Concept Formation, Constructivism (Learning), Discovery Learning
Peer reviewedFoster, Stuart J.; Padgett, Charles S. – Clearing House, 1999
Discusses reasons for involving middle-school students in genuine historical inquiry, including that it will foster perspectives, attributes, and critical-thinking skills required of informed citizens in a democratic society. Notes that requiring students to do so requires careful guidance and thoughtful preparation. Discusses nine considerations…
Descriptors: Citizenship Education, Class Activities, Critical Thinking, History Instruction
