History That Matters: How Students Make Sense of Historical Texts

Autor/in	Zakai, Sivan
Titel	History That Matters: How Students Make Sense of Historical Texts
Quelle	In: Journal of Jewish Education, 84 (2018) 2, S.161-195 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2018.1449484
Schlagwörter	Jews; Adolescents; History Instruction; Documentation; Protocol Analysis; Reading Materials; Foreign Countries; High School Students; Identification (Psychology); Teaching Methods; Student Reaction; Affective Behavior; Grade 11; Grade 12; Student Surveys; United States History; World History; Speeches; Social Bias; Social Justice; Israel + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; History lessons; Geschichtsunterricht; Dokumentation; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerkritik; Affective disturbance; Active behaviour; Affektive Störung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Schülerbefragung; Weltgeschichte; Soziale Gerechtigkeit
Abstract	This "think-aloud" study examines how a group of American Jewish teenagers read historical documents that addressed what it has meant over time to be American and/or Jewish. It demonstrates that students use a variety of sense-making strategies as they read about the past, many of which fall beyond the boundaries of critical historical analysis. It also finds that students read different historical texts in markedly different ways, so that texts about U.S. and Israeli history, and those about "open" and "settled" political issues, held different emotional resonance for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01