1st Edition
Project Based Learning in Real World U.S. History Classrooms Engaging Diverse Learners
Project Based Learning in Real World U.S. History Classrooms demonstrates how a project based learning approach can enrich and enliven the learning and teaching of U.S. history for middle and secondary level students.
It offers rich, pedagogically innovative, and academically rigorous project based learning units that can help students connect with and deeply understand key events and trends in U.S. history. For each major topic that is covered in U.S. history classrooms, this volume shows how rich historical material can be made accessible and exciting to a wide range of student learners using projects that engage them critically, imaginatively, and analytically.
This book is essential reading for pre-service and practicing teachers in Social Studies Education, History Education, and Secondary Education.
1. Introduction: Common Challenges and Opportunities. 2. When Students Are Not Ready: Fostering Growth and Independence Through Project Based Learning. 3. The Power of Reflection: Project Based Learning as an Iterative Process. 4. Doing Project Based Learning with Complex Learners. 5. Project Based Learning Under Time Constraints: Industrialization in the Past and Present. 6. Gold Standard Project Based Learning Curriculum: How to Make it Work Across (Most) Contexts. 7. Conclusion: “If At First You Don't Succeed, Try, Try Again”.
Biography
Diana B. Turk is an Associate Professor of Social Studies Education at New York University, USA.
Stacie Brensilver Berman is a Clinical Assistant Professor of Social Studies Education at New York University, USA.
Every history teacher will want to read this thoughtful and realistic portrayal of project based learning in practice. Turk and Berman illustrate how teachers can implement meaningful and authentic historical projects that develop students’ agency, collaboration, and civic capacity. But this book is not a set of simplistic recommendations or formulas. It describes real teachers struggling with the hard work of engaging students in deep learning of historical content. Turk and Berman show how dedicated and reflective teachers can implement complex projects with a variety of students, even under challenging circumstances.
Keith C. Barton, Professor of Curriculum and Instruction, Indiana University
This book shows, with real lesson plans and descriptions, that high-quality Project Based Learning is not only desired, but actually feasible, for all students in various school contexts. This is a book for anyone who has been interested in exploring PBL but nervous about how to make it work in their history classrooms. Turk and Brensilver Berman have done a wonderful job providing examples, guidelines, and resources that showcase how powerful and practical PBL can be for diverse groups of learners.
Jane Lo, Associate Professor of Teacher Education at Michigan State University
