Thinking Historically PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Thinking Historically PDF full book. Access full book title Thinking Historically by Stephane Levesque. Download full books in PDF and EPUB format.
Author: Stephane Levesque
Publisher: University of Toronto Press
ISBN: 1442691611
Category : Education
Languages : en
Pages : 391
Get Book
Book Description
Two simple but profound questions have preoccupied scholars since the establishment of history education over a century ago: what is historical thinking, and how do educators go about teaching it? In Thinking Historically, Stéphane Ltévesque examines these questions, focusing on what it means to think critically about the past. As students engage in a new century already characterized by global instability, uncertainty, and rivalry over claims about the past, present, and future, this study revisits enduring questions and aims to offer new and relevant answers. Drawing on a rich collection of personal, national, and international studies in history education, Ltévesque offers a coherent and innovative way of looking at how historical expertise in the domain intersects with the 'pedagogy of history education.' Thinking Historically provides teacher educators, and all those working in the field of history education, ways of rethinking their practice by presenting some of the benchmarks, in terms of procedural concepts, of what students ought to learn and do to become more critical historical actors and citizens. As questions regarding history education compel educators with greater force than ever, this study explores different ways of approaching and engaging with the discipline in the twenty-first century.
Author: Stephane Levesque
Publisher: University of Toronto Press
ISBN: 1442691611
Category : Education
Languages : en
Pages : 391
Get Book
Book Description
Two simple but profound questions have preoccupied scholars since the establishment of history education over a century ago: what is historical thinking, and how do educators go about teaching it? In Thinking Historically, Stéphane Ltévesque examines these questions, focusing on what it means to think critically about the past. As students engage in a new century already characterized by global instability, uncertainty, and rivalry over claims about the past, present, and future, this study revisits enduring questions and aims to offer new and relevant answers. Drawing on a rich collection of personal, national, and international studies in history education, Ltévesque offers a coherent and innovative way of looking at how historical expertise in the domain intersects with the 'pedagogy of history education.' Thinking Historically provides teacher educators, and all those working in the field of history education, ways of rethinking their practice by presenting some of the benchmarks, in terms of procedural concepts, of what students ought to learn and do to become more critical historical actors and citizens. As questions regarding history education compel educators with greater force than ever, this study explores different ways of approaching and engaging with the discipline in the twenty-first century.
Author: Samuel S. Wineburg
Publisher: Critical Perspectives on the P
ISBN: 9781566398565
Category : Education
Languages : en
Pages : 255
Get Book
Book Description
Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer rough maps of how ordinary people think about the past and use it to understand the present. These essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.
Author: Peter Seixas
Publisher:
ISBN: 9780176541545
Category : Historiography
Languages : en
Pages : 218
Get Book
Book Description
Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact
[email protected] All International customers (exception US and Asia) please contact Nelson.international@ne lson.com
Author: John Fea
Publisher: Baker Books
ISBN: 1493442708
Category : Religion
Languages : en
Pages : 206
Get Book
Book Description
What is the purpose of studying history? How do we reflect on contemporary life from a historical perspective, and can such reflection help us better understand ourselves, the world around us, and the God we worship and serve? Written by an accomplished historian, award-winning author, public evangelical spokesman, and respected teacher, this introductory textbook shows why Christians should study history, how faith is brought to bear on our understanding of the past, and how studying the past can help us more effectively love God and others. John Fea shows that deep historical thinking can relieve us of our narcissism; cultivate humility, hospitality, and love; and transform our lives more fully into the image of Jesus Christ. The first edition of this book has been used widely in Christian colleges across the country. The second edition provides an updated introduction to the study of history and the historian's vocation. The book has also been revised throughout and incorporates Fea's reflections on this topic from throughout the past 10 years.
Author: Sam Wineburg
Publisher: University of Chicago Press
ISBN: 022635735X
Category : History
Languages : en
Pages : 250
Get Book
Book Description
A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization
Author: Mike Denos
Publisher:
ISBN:
Category : Critical thinking
Languages : en
Pages : 0
Get Book
Book Description
Author: Sam Wineburg
Publisher: Teachers College Press
ISBN: 0807772372
Category : Education
Languages : en
Pages : 169
Get Book
Book Description
This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.
Author: Sarah Maza
Publisher: University of Chicago Press
ISBN: 022610947X
Category : History
Languages : en
Pages : 262
Get Book
Book Description
What distinguishes history as a discipline from other fields of study? That's the animating question of Sarah Maza’s Thinking About History, a general introduction to the field of history that revels in its eclecticism and highlights the inherent tensions and controversies that shape it. Designed for the classroom, Thinking About History is organized around big questions: Whose history do we write, and how does that affect what stories get told and how they are told? How did we come to view the nation as the inevitable context for history, and what happens when we move outside those boundaries? What is the relation among popular, academic, and public history, and how should we evaluate sources? What is the difference between description and interpretation, and how do we balance them? Maza provides choice examples in place of definitive answers, and the result is a book that will spark classroom discussion and offer students a view of history as a vibrant, ever-changing field of inquiry that is thoroughly relevant to our daily lives.
Author: James W. Loewen
Publisher: Teachers College Press
ISBN: 0807759481
Category : Education
Languages : en
Pages : 289
Get Book
Book Description
“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.
Author: Albert Louis Zambone
Publisher:
ISBN: 9781594163708
Category :
Languages : en
Pages : 408
Get Book
Book Description
A Major New Biography of a Man of Humble Origins Who Became One of the Great Military Leaders of the American Revolution On January 17, 1781, at Cowpens, South Carolina, the notorious British cavalry officer Banastre Tarleton and his legion had been destroyed along with the cream of Lord Cornwallis's troops. The man who planned and executed this stunning American victory was Daniel Morgan. Once a barely literate backcountry laborer, Morgan now stood at the pinnacle of American martial success. Born in New Jersey in 1736, he left home at seventeen and found himself in Virginia's Shenandoah Valley. There he worked in mills and as a teamster, and was recruited for Braddock's disastrous expedition to take Fort Duquesne from the French in 1755. When George Washington called for troops to join him at the siege of Boston in 1775, Morgan organized a select group of riflemen and headed north. From that moment on, Morgan's presence made an immediate impact on the battlefield and on his superiors. Washington soon recognized Morgan's leadership and tactical abilities. When Morgan's troops blocked the British retreat at Saratoga in 1777, ensuring an American victory, he received accolades from across the colonies. In Daniel Morgan: A Revolutionary Life, the first biography of this iconic figure in forty years, historian Albert Louis Zambone presents Morgan as the quintessential American everyman, who rose through his own dogged determination from poverty and obscurity to become one of the great battlefield commanders in American history. Using social history and other advances in the discipline that had not been available to earlier biographers, the author provides an engrossing portrait of this storied personality of America's founding era--a common man in uncommon times.
