Author: Peter Carpenter
Publisher: CUP Archive
ISBN:
Category : History
Languages : en
Pages : 120

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Book Description

Author: Jennifer Hart
Publisher: Indiana University Press
ISBN: 0253023254
Category : History
Languages : en
Pages : 267

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Book Description
As early as the 1910s, African drivers in colonial Ghana understood the possibilities that using imported motor transport could further the social and economic agendas of a diverse array of local agents, including chiefs, farmers, traders, fishermen, and urban workers. Jennifer Hart's powerful narrative of auto-mobility shows how drivers built on old trade routes to increase the speed and scale of motorized travel. Hart reveals that new forms of labor migration, economic enterprise, cultural production, and social practice were defined by autonomy and mobility and thus shaped the practices and values that formed the foundations of Ghanaian society today. Focusing on the everyday lives of individuals who participated in this century of social, cultural, and technological change, Hart comes to a more sensitive understanding of the ways in which these individuals made new technology meaningful to their local communities and associated it with their future aspirations.

Author: Alexander S. Birkos
Publisher:
ISBN:
Category : History
Languages : en
Pages : 154

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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: 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: Tanya Fitzgerald
Publisher: Springer
ISBN: 9789811023613
Category : Education
Languages : en
Pages : 0

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Book Description
This book offers an in‐depth historiographical and comparative analysis of prominent theoretical and methodological debates in the field. Across each of the sections, contributors will draw on specific case studies to illustrate the origins, debates and tensions in the field and overview new trends, directions and developments. Each section includes an introduction that provides an overview of the theme and the overall emphasis within the section. In addition, each section has a concluding chapter that offers a critical and comparative analysis of the national case studies presented. As a Handbook, the emphasis is on deeper consideration of key issues rather than a more superficial and broader sweep. The book offers researchers, postgraduate and higher degree students as well as those teaching in this field a definitive text that identifies and debates key historiographical and methodological issues. The intent is to encourage comparative historiographical perspectives of the nominated issues that overview the main theoretical and methodological debates and to propose new directions for the field.

Author: Michael Bentley
Publisher: Routledge
ISBN: 1134970234
Category : History
Languages : en
Pages : 1022

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Book Description
The Companion to Historiography is an original analysis of the moods and trends in historical writing throughout its phases of development and explores the assumptions and procedures that have formed the creation of historical perspectives. Contributed by a distinguished panel of academics, each essay conveys in direct, jargon-free language a genuinely international, wide-angled view of the ideas, traditions and institutions that lie behind the contemporary urgency of world history.

Author: D. G. Watts
Publisher: Routledge
ISBN: 1317280717
Category : History
Languages : en
Pages : 84

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Book Description
Originally published in 1972, this book is a systematic analysis of the objectives and methods of history teaching. The book considers the criticisms of the 1960s and 70s of history as a subject and the pressures for its replacement in the school curriculum. It examines the complex psychological background of learning history and suggests that historical understanding makes an important contribution to cognitive growth. It also stresses the important part played by historical material in the emotional and imaginative life of the child. Concluding with a discussion of practical classroom methods, the author proposes objectives and characteristic concepts of the subject which may be embodied in all levels of teaching.

Author: Marcus Collins
Publisher: London Publishing Partnership
ISBN: 1913019055
Category : Education
Languages : en
Pages : 208

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Book Description
Considering studying history at university? Wondering whether a history degree will get you a good job, and what you might earn? Want to know what it’s actually like to study history at degree level? This book tells you what you need to know. Studying any subject at degree level is an investment in the future that involves significant cost. Now more than ever, students and their parents need to weigh up the potential benefits of university courses. That’s where the Why Study series comes in. This series of books, aimed at students, parents and teachers, explains in practical terms the range and scope of an academic subject at university level and where it can lead in terms of careers or further study. Each book sets out to enthuse the reader about its subject and answer the crucial questions that a college prospectus does not.

Author: Ruth Sandwell
Publisher: University of Toronto Press
ISBN: 1442626518
Category : Education
Languages : en
Pages : 358

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Book Description
Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.