Doing History: Investigating with Children in Elementary and Middle Schools

By Linda S. Levstik ; Keith C. Barton | Go to book overview

I Think Columbus Went to Hell! Chapter 6
Initiating Inquiry Into World History
Name:
Please help your child with this interview.
Person interviewed Gus
How does someone become famous?
They do something special for a person.
Who do you think is a famous American? Why?
President Clinton. Because he's the president
& he does a lot of things that are famous.

Can I become famous?
Yes.
How do you know when you are famous?
Because the people you talk to when
you're famous tell you so.

Once you are famous, do you stay famous?
Sometimes, but if you don't want to you don't
have to stay famous anymore but usually you do.

Twenty-two kindergartners and first-graders excitedly share their homework assignment. They had interviewed family members, neighbors, and friends. Some of them wrote their responses independently; others had an adult help them. They were trying to find out how people became famous. Some of their interviewees thought fame came when you were rich or when you did "something real cool," "headturning," "something out of the ordinary." Their list of famous Americans included President Clinton, Michael Jackson, Miss America, Shaquille O'Neal, Jimmy Carter, Abraham Lincoln, and Daniel Boone. Staying famous was, their survey helped them conclude, not a certainty. "Sometimes," Minna Gayle declared, "you can really blow it."

K. A. Young ( 1994), Crook ( 1988), Penyak & Duray ( 1999)

Oral history is accessible even to the youngest students.

In classrooms across America, children study famous people. Rarely, however, do they consider how these or any other people became famous or what "fame" really means. Teachers sometimes fear that young children will be unable to deal with the controversies that surround some historic figures or events. Others worry that young children are not ready to study people from more distant times and places. LeeAnn Fitzpatrick shared these concerns, and she was also worried that her students, a number of whom were nonreaders, might have difficulty with disciplined inquiry. With some hesitation, then, she decided to test this approach with her students, but to do it in ways that would provide many links between the familiar and unfamiliar.

Evanset al. ( 1999), Levstik (in press-b), Sosniak & Stodolsky ( 1993), Thornberg & Brophy ( 1992)

Even young children can deal with historical controversies.

Emergent readers can conduct disciplined inquiry.

-59-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Doing History: Investigating with Children in Elementary and Middle Schools
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 218

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.