Using Deliberative Techniques to Teach United States History

By Eleanora Von Dehsen; Nancy Claxton | Go to book overview

How to Use This Manual

INTEGRATING THIS MATERIAL INTO THE CURRICULUM
Using Deliberative Techniques to Teach United States History is not a curriculum. It is a compilation of hands-on instructional approaches that help you to teach required curriculum content in an exciting and thought-provoking way. Deliberative methodology provides an innovative way for you to make key topics in American history come alive in your classroom. You can use the lesson plans as they are presented or modify them to fit your students’ needs.
GOALS
The goals of this manual are to use deliberative techniques to advance students’ critical thinking skills, specifically historical thinking skills as endorsed by the National Center for History in the Schools, in the five interconnected dimensions of:
1. Chronological Thinking
2. Historical Comprehension
3. Historical Analysis and Interpretation
4. Historical Research Capabilities
5. Historical Issues-Analysis and Decision-Making1
The content of this book is based on the National Standards for History for Grades 9–12. The specific topics included were chosen for their importance in the curriculum and because they illustrate the variety of ways you can integrate deliberative methodology into your teaching.
ORGANIZATION
Using Deliberative Techniques to Teach United States History is divided into five chapters:
Chapter 1 defines deliberative techniques and discusses their uses and benefits in teaching U.S. history content and thinking skills for teachers who are looking for more thoughtprovoking ways to teach required content. The section presents the various components of the methodology, namely, speeches, presentations, debate, role-play, and simulations.

1. National Center for History in the Schools, “Overview of Standards in Historical Thinking” (1996), http://nchs. ucla.edu/standards/thinking5-12.html.

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