History Lessons Blend Content Knowledge, Literacy
For years, bands of educators have been trying to free history instruction from the mire of memorization and propel it instead with the kinds of inquiry that drive historians themselves. Now, the common-core standards may offer more impetus for districts and schools to adopt that brand of instruction. A study of one such approach suggests that it can yield a triple academic benefit: It can deepen students' content knowledge, help them think like historians, and also build their reading comprehension.
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