Reference no: EM133542271

Questions:

1. Generally speaking, secondary history textbooks do not lend themselves to a variety of instruction vis-à-vis higher-order thinking. How do educators bridge the gap between a history textbook and thoughtful instructional activity?
2. Assess the benefits and drawbacks between a lecture-based and a discussion-based social studies classroom. Explain.
3. Name and describe three inquiry-based activities for secondary history students. Why are these activities important for teaching history? Can history be taught without inquiry-based activities? Why or why not? Explain.
4. What are the assessments for the history text like at schools? Are they authentic or standardized? Are they appropriate for the standards/objectives that they are addressing? What are some ways students understand history concepts?
5. What role does reteaching play in history assessment formation? How can an assessment be designed with reteaching and inquiry built into it? When might an instructor want to incorporate the two into one and when will they need to reteach as a singular instructional activity?