"Doing History offers a perspective on history instruction in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, the text shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum." "The authors begin with the assumption that children can engage in valid forms of historical inquiry - collecting and analyzing data, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historical accounts. Vignettes in each chapter show communities of teachers and students doing history in environments rich in literature, art, writing, discussion, and debate. Teachers and students are shown working together to frame and investigate meaningful historical questions. Students write personal and family histories, analyze primary and secondary sources, examine artifacts, conduct interviews, and create interpretations through drama, narrative, and the arts." "The grounding of this book in contemporary sociocultural theory and research makes it unique among social studies methods texts. In each chapter, the authors explain how the teaching demonstrated in the vignettes reflects basic principles of contemporary learning theory; thus they not only provide specific examples of successful activities, but place them in a theoretical context that allows teachers to adapt and apply them in a wide variety of settings."--Jacket.