Scott Monroe Waring's Books

Preserving History

The Construction of History in the K-16 Classroom

By: Scott Monroe Waring

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Preserving History

The Construction of History in the K-16 Classroom

By: Scott Monroe Waring

What and how to teach in the K-16 classroom history has been a perennial and, at times, heated debate. Beginning as early as 1892, the question of what knowledge is of the most worth and what should be the central function of the history curriculum became a focus of many interested in education. It was felt that the teachers needed to move away from “traditional” methods of teaching history, such as rote memorization and the “dry and lifeless system of instruction by textbook,” and find new and engaging ways to “broaden and cultivate the mind.” Unfortunately, these recommendations faced many critics and did not take hold in K-16 classrooms at this time or, frankly, at any point since then. Even though we tend to have a nostalgic memory of earlier time periods and, in turn, the educational capabilities of the children from various times in our nation’s past, the results from multiple studies examining the historical knowledge base of America’s youth has remained fairly discouraging. Much of the lack of knowledge present stems from the manner in which history is traditionally taught. Ineffective instructional methods greatly impact the interest levels, or more frequently the distaste, generated for learning about historical content and, thus, the public’s corresponding perception of the importance of history within K-16 curricula. This book makes an effort at overcoming the persistent boredom and lack of historical knowledge present in our students, by focusing on ways in which history instruction can be improved.

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Page Count

111

Publisher

IAP

Published Date

ISBN 10

1617353833

ISBN 13

9781617353833

Integrating Primary and Secondary Sources Into Teaching

The SOURCES Framework for Authentic Investigation

By: Scott M. Waring

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Integrating Primary and Secondary Sources Into Teaching

The SOURCES Framework for Authentic Investigation

By: Scott M. Waring

Learn how to integrate and evaluate primary and secondary sources by using the SOURCES framework. SOURCES is an acronym for an approach that educators can use with students in all grades and content areas: Scrutinize the fundamental source, Organize thoughts, Understand the context, Read between the lines, Corroborate and refute, Establish a plausible narrative, and Summarize final thoughts. Waring outlines a clearly delineated, step-by-step process of how to progress through the seven stages of the framework, and provides suggestions for seamlessly integrating emerging technologies into instruction. The text provides classroom-ready examples and explicit scaffolding, such as sources analysis sheets for various types of primary and secondary sources. Readers can use this resource to give students the skills and knowledge necessary to think critically and create evidence-based narratives, in a manner similar to professionals in the field. Book Features: Offers a grounded means for conducting higher-order reasoning and inquiry.Demonstrates how to integrate this approach in various disciplinary areas, such as social studies, English/language arts, mathematics, and science. Provides user-friendly lessons and activities.Includes resources to assist students throughout the inquiry process.

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Page Count

193

Publisher

Teachers College Press

Published Date

ISBN 10

0807779210

ISBN 13

9780807779217

Henry's List of Wrongs

By: John Scott Shepherd

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Henry's List of Wrongs

By: John Scott Shepherd

Ever wish you could go back and make it right? Henry's List of Wrongs is John Scott Shepherd's story of humor, romance, and sting, it might even make you confront your own list of regrets. For anyone who ever wondered just what makes a man tick, Henry's List of Wrongs exposes the inner workings of the male mind, its carefully hidden motivations, desires, and fears. A story with humor, romance, and sting, it might even make you confront your own list of regrets.

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Page Count

308

Publisher

Simon and Schuster

Published Date

ISBN 10

074346625X

ISBN 13

9780743466257

Conducting Authentic Historical Inquiry

Engaging Learners with SOURCES and Emerging Technologies

By: Scott M. Waring,Richard Hartshorne

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Conducting Authentic Historical Inquiry

Engaging Learners with SOURCES and Emerging Technologies

By: Scott M. Waring,Richard Hartshorne

Engaging students with primary sources fosters inquiry, critical thinking, and deductive reasoning skills, all of which are vitally important to success in school and beyond. Simply inserting primary sources into the classroom is not enough. This resource uses the best of emerging Internet applications (Web 2.0) to capture the interest of today’s students who have grown up using diverse technologies and multiple applications such as podcasts, social networks, social bookmarks, digital curation, and blogs. Readers will learn about the SOURCES Framework, an innovative approach for scaffolding inquiry-rich social studies instructional practices. Filled with multiple classroom-ready examples that seamlessly integrate Web 2.0 applications, the authors provide readers with the tools and confidence to create instructional opportunities to engage learners in authentic historical inquiry. The goal is to give students the skills and knowledge necessary to think critically, engage with sources, and create authentic, evidence-based narratives. Book Features: Offers effective and engaging methods for teaching with primary and secondary sources while seamlessly integrating emerging technologies. Fosters critical thinking skills and deductive reasoning skills while allowing instructors an opportunity to personalize learning environments. Provides students with opportunities to authentically construct historical narratives, replicating methods utilized by historians. Introduces an innovative framework for teaching with primary and secondary sources. Includes web links to make it easy for the reader to see examples and resources and video walk-throughs related to many of the Web 2.0 tools.

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Page Count

205

Publisher

Teachers College Press

Published Date

ISBN 10

0807778648

ISBN 13

9780807778647

"If We Are Striking for Pennsylvania", Volume 2: June 22–30, 1863

The Army of Northern Virginia and the Army of the Potomac March to Gettysburg

By: Scott L. Mingus,Eric J. Wittenberg

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"If We Are Striking for Pennsylvania", Volume 2: June 22–30, 1863

The Army of Northern Virginia and the Army of the Potomac March to Gettysburg

By: Scott L. Mingus,Eric J. Wittenberg

Award-winning authors Scott L. Mingus Sr. and Eric J. Wittenberg are back with the second and final installment of “If We Are Striking for Pennsylvania”: The Army of Northern Virginia’s and Army of the Potomac’s March to Gettysburg. This compelling and bestselling study is the first to fully integrate the military, political, social, economic, and civilian perspectives with rank-and-file accounts from the soldiers of both armies during the inexorably march north toward their mutual destinies at Gettysburg. Gen. Robert E. Lee’s bold movement north, which began on June 3, shifted the war out of the central counties of the Old Dominion into the Shenandoah Valley, across the Potomac, and beyond. The first installment (June 3-22, 1863) carried the armies through the defining mounted clash at Battle of Brandy Station, after which Lee pushed his corps into the Shenandoah Valley and achieved the magnificent victory at Second Winchester on his way to the Potomac. Caught flat-footed, Maj. Gen. Joseph Hooker used his cavalry to probe the mountain gaps, triggering a series of consequential mounted actions. The current volume (June 23-30) completes the march to Gettysburg and details the actions and whereabout of each component of the armies up to the eve of the fighting. The large-scale maneuvering in late June prompted General Hooker to move his Army of the Potomac north after his opponent and eventually above the Potomac, where he loses his command to the surprised Maj. Gen. George G. Meade. Jeb Stuart begins his controversial and consequential ride that strips away the eyes and ears of the Virginia army. Throughout northern Virginia, central Maryland, and south-central Pennsylvania, civilians and soldiers alike struggle with the reality of a mobile campaign and the massive logistical needs of the armies. Untold numbers of reports, editorials, news articles, letters, and diaries describe the passage of the long martial columns, the thunderous galloping of hooves, and the looting, fighting, suffering, and dying. Mingus and Wittenberg mined hundreds of primary accounts, newspapers, and other sources to produce this powerful and gripping saga. As careful readers will quickly discern, other studies of the runup to Gettysburg gloss over most of this material. It is simply impossible to fully grasp and understand the campaign without a firm appreciation of what the armies and the civilians did during the days leading up to the fateful meeting at the small crossroads town in Adams County, Pennsylvania.

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Page Count

457

Publisher

Savas Beatie

Published Date

ISBN 10

1611216125

ISBN 13

9781611216127

Resting Places

The Burial Sites of More Than 14,000 Famous Persons, 3d ed.

By: Scott Wilson

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Resting Places

The Burial Sites of More Than 14,000 Famous Persons, 3d ed.

By: Scott Wilson

In its third edition, this massive reference work lists the final resting places of more than 14,000 people from a wide range of fields, including politics, the military, the arts, crime, sports and popular culture. Many entries are new to this edition. Each listing provides birth and death dates, a brief summary of the subject's claim to fame and their burial site location or as much as is known. Grave location within a cemetery is provided in many cases, as well as places of cremation and sites where ashes were scattered. Source information is provided.

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Page Count

887

Publisher

McFarland

Published Date

ISBN 10

0786479922

ISBN 13

9780786479924

Integrating Primary and Secondary Sources Into Teaching

The SOURCES Framework for Authentic Investigation

By: Scott M. Waring

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Integrating Primary and Secondary Sources Into Teaching

The SOURCES Framework for Authentic Investigation

By: Scott M. Waring

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Solve jigsaw puzzle

Age

Page Count

193

Publisher

Teachers College Press

Published Date

ISBN 10

0807779210

ISBN 13

9780807779217

Conducting Authentic Historical Inquiry

Engaging Learners with SOURCES and Emerging Technologies

By: Scott M. Waring,Richard Hartshorne

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Conducting Authentic Historical Inquiry

Engaging Learners with SOURCES and Emerging Technologies

By: Scott M. Waring,Richard Hartshorne

The authors examine how social studies teachers can use web 2.0 tools to augment instruction in their classrooms, using a pedagogical framework SOURCES to enable students to engage in historical inquiry with primary sources in an informed and scaffolded fashion. SOURCES is an acronym to identify the steps ofhistorical inquiry: Scrutinizing the fundamental sources; organizing thoughts; understanding the context; reading between the lines; corroborating and refuting; establishing a plausible narrative; summarizing final thoughts. The use of Web 2.0 tools, such as social networks and blogs, are omnipresent among students, and their integration into the learning experience is intended to increase motivation, collaboration, and visualization of student work, as well as "providing opportunities and venues for sharing work and solutions globally." Per the authors, "this book will provide a detailed collection and rationale for the implementation of a wide array of emerging technological applications into the teaching and learning process, their role in supporting each phase of the SOURCES pedagogical framework, and varied examples of the merging of technological and pedagogical applications in the social studies classroom""--

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Page Count

205

Published Date

ISBN 10

0807764043

ISBN 13

9780807764046

Preserving History

The Construction of History in the K-16 Classroom

By: Scott Monroe Waring

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Preserving History

The Construction of History in the K-16 Classroom

By: Scott Monroe Waring

What and how to teach in the K-16 classroom history has been a perennial and, at times, heated debate. Beginning as early as 1892, the question of what knowledge is of the most worth and what should be the central function of the history curriculum became a focus of many interested in education. It was felt that the teachers needed to move away from "traditional" methods of teaching history, such as rote memorization and the "dry and lifeless system of instruction by textbook," and find new and engaging ways to "broaden and cultivate the mind." Unfortunately, these recommendations faced many critics and did not take hold in K-16 classrooms at this time or, frankly, at any point since then. Even though we tend to have a nostalgic memory of earlier time periods and, in turn, the educational capabilities of the children from various times in our nation's past, the results from multiple studies examining the historical knowledge base of America's youth has remained fairly discouraging. Much of the lack of knowledge present stems from the manner in which history is traditionally taught. Ineffective instructional methods greatly impact the interest levels, or more frequently the distaste, generated for learning about historical content and, thus, the public's corresponding perception of the importance of history within K-16 curricula. This book makes an effort at overcoming the persistent boredom and lack of historical knowledge present in our students, by focusing on ways in which history instruction can be improved.

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Solve jigsaw puzzle

Age

Page Count

103

Publisher

Information Age Pub Incorporated

Published Date

ISBN 10

1617353825

ISBN 13

9781617353826

Book's by Scott Monroe Waring

Preserving History

Preserving History

Integrating Primary and Secondary Sources Into Teaching

Integrating Primary and Secondary Sources Into Teaching

Henry's List of Wrongs

Henry's List of Wrongs

Conducting Authentic Historical Inquiry

Conducting Authentic Historical Inquiry

"If We Are Striking for Pennsylvania", Volume 2: June 22–30, 1863

"If We Are Striking for Pennsylvania", Volume 2: June 22–30, 1863

Resting Places

Resting Places

Integrating Primary and Secondary Sources Into Teaching

Integrating Primary and Secondary Sources Into Teaching

Conducting Authentic Historical Inquiry

Conducting Authentic Historical Inquiry

Preserving History

Preserving History

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