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Author: Stephane Levesque
Publisher: University of Toronto Press
ISBN: 1442691611
Category : Education
Languages : en
Pages : 391
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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 Here
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: Peter Seixas
Publisher:
ISBN: 9780176541545
Category : Historiography
Languages : en
Pages : 218
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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: Samuel S. Wineburg
Publisher: Critical Perspectives on the P
ISBN: 9781566398565
Category : Education
Languages : en
Pages : 255
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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: Scott Alan Metzger
Publisher: John Wiley & Sons
ISBN: 1119100739
Category : History
Languages : en
Pages : 704
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Book Description
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
Author: Sam Wineburg
Publisher: University of Chicago Press
ISBN: 022635735X
Category : History
Languages : en
Pages : 250
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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: Sarah Maza
Publisher: University of Chicago Press
ISBN: 022610947X
Category : History
Languages : en
Pages : 262
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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: Sam Wineburg
Publisher: Teachers College Press
ISBN: 0807772372
Category : Education
Languages : en
Pages : 169
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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: Megan Kate Nelson
Publisher: Simon and Schuster
ISBN: 1982141352
Category : Biography & Autobiography
Languages : en
Pages : 320
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Book Description
From historian and critically acclaimed author of The Three-Cornered War comes the captivating story of how Yellowstone became the world’s first national park in the years after the Civil War, offering “a fresh, provocative study…departing from well-trodden narratives about conservation and public recreation” (Booklist, starred review). Each year nearly four million people visit Yellowstone National Park—one of the most popular of all national parks—but few know the fascinating and complex historical context in which it was established. In late July 1871, the geologist-explorer Ferdinand Hayden led a team of scientists through a narrow canyon into Yellowstone Basin, entering one of the last unmapped places in the country. The survey’s discoveries led to the passage of the Yellowstone Act in 1872, which created the first national park in the world. Now, author Megan Kate Nelson examines the larger context of this American moment, illuminating Hayden’s survey as a national project meant to give Americans a sense of achievement and unity in the wake of a destructive civil war. Saving Yellowstone follows Hayden and two other protagonists in pursuit of their own agendas: Sitting Bull, a Lakota leader who asserted his peoples’ claim to their homelands, and financier Jay Cooke, who wanted to secure his national reputation by building the Northern Pacific Railroad through the Great Northwest. Hayden, Cooke, and Sitting Bull staked their claims to Yellowstone at a critical moment in Reconstruction, when the Ulysses S. Grant Administration and the 42nd Congress were testing the reach and the purpose of federal power across the nation. “A readable and unfailingly interesting look at a slice of Western history from a novel point of view” (Kirkus Reviews), Saving Yellowstone reveals how Yellowstone became both a subject of fascination and a metaphor for the nation during the Reconstruction era. This “land of wonders” was both beautiful and terrible, fragile and powerful. And what lay beneath the surface there was always threatening to explode.
Author: Mike Maxwell
Publisher:
ISBN: 9781732120112
Category : Education
Languages : en
Pages : 256
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Book Description
This provocative book challenges the status quo in history eduction by proposing that isolated facts from the past be replaced by knowledge relevant to the future. Not a classroom teaching guide, this book examines the fundamental premises and practices that underlie the work of every history teacher from grade school through graduate school.
Author: John Fea
Publisher: Baker Books
ISBN: 1493442708
Category : Religion
Languages : en
Pages : 206
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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.
