Understanding History Teaching

"Drawing on fieldwork in secondary schools and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn" -- book cover.

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Author: Husbands, Chris

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335212712

Category: Education

Page: 173

View: 990

"Drawing on fieldwork in secondary schools and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn" -- book cover.

What Is History Teaching

This book draws together developments in a wide range of fields: in academic history, in the study of language and in classroom research on pupil learning, as the basis for a distinctive approach to the teaching and learning of history in ...

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Author: Husbands

Publisher: Open University Press

ISBN: 0335196381

Category: Education

Page: 148

View: 423

* How do pupils make sense of the past? * What is the relationship between the way historians construct interpretations of the past and the way pupils learn history in schools? This book draws together developments in a wide range of fields: in academic history, in the study of language and in classroom research on pupil learning, as the basis for a distinctive approach to the teaching and learning of history in school. Chris Husbands analyses four approaches to learning about the past: through looking at evidence, through the language of the past, through story and through the imagination. He emphasises the ways in which pupils and historians structure their own interpretations of history and considers the implications for teachers by examining the ways in which classroom talk, writing and assessment can support the development of sophisticated understandings of the past.

Teaching the Violent Past

History Education and Reconciliation Elizabeth A. Cole ... On the other hand, the obstacles to teaching about the recent past are formidable (lack of ...

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Author: Elizabeth A. Cole

Publisher: Rowman & Littlefield Publishers

ISBN: 9781461643975

Category: Education

Page: 376

View: 852

During an armed conflict or period of gross human rights violations, the first priority is a cessation of violence. For the cease-fire to be more than a lull in hostilities and atrocities, however, it must be accompanied by a plan for political transition and social reconstruction. Essential to this long-term reconciliation process is education reform that teaches future generations information repressed under dictatorial regimes and offers new representations of former enemies. In Teaching the Violent Past, Cole has gathered nine case studies exploring the use of history education to promote tolerance, inclusiveness, and critical thinking in nations around the world. Online Book Companion is available at: http://www.cceia.org/resources/for_educators_and_students/teaching_the_violent_past/index.html

Eyewitness to the Past

Examines six types of primary sources: diaries, travelogues, letters, news articles, speeches, and scrapbooks.

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Author: Joan Brodsky Schur

Publisher: Stenhouse Publishers

ISBN: 9781571104977

Category: Education

Page: 235

View: 227

Throughout history, people have often expressed controversial and conflicting interpretations of current events. In this unique resource, Joan Brodsky Schur reveals how compelling and engaging the study of history becomes when students use documents to imagine living through events in American history. Eyewitness to the Past examines six types of primary sources: diaries, travelogues, letters, news articles, speeches, and scrapbooks. Teachers will find interactive strategies to help students analyze the unique properties of each, and apply to them their own written work and oral argument. Students learn to express opposing viewpoints in documents, classroom interactions, and simulations such as staging congressional hearings, elections, or protests. They build crucial analytical thinking and presentation skills. Used together, the six strategies offer a varied and cohesive structure for studying the American past that reinforces material in the textbook, encourages creativity, activates different learning styles, and strengthens cognitive skills. Each chapter provides detailed instructions for implementing an eyewitness strategy set in a specific era of American history, and includes extensions for adapting the strategy to other time periods. In addition to the primary sources included in the book, examples of student work are presented throughout to aid teachers in evaluating the work of their own students. Rubrics and a list of resources are offered for each eyewitness strategy.

How Students Understand the Past

This text will prove a much-valued tool for school teachers, museum educators, archaeologists, and historians_challenging and aiding educators to assess and improve their respective programs.

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Author: M. Elaine Davis

Publisher: Rowman Altamira

ISBN: 0759100438

Category: Education

Page: 189

View: 178

History and archaeology education is highly valued among modern societies that seek to educate their youth about the past. Yet these areas have been_for the most part_slow to employ the latest advances in education theory and practice. Former classroom teacher and science education specialist M. Elaine Davis presents an informed and useful text that demonstrates the importance of contemporary learning theory and educational research to the development of effective programs in both formal and informal history and archaeology education. Chapters cover teaching and history education theory, and apply this to various case studies and program examples. This text will prove a much-valued tool for school teachers, museum educators, archaeologists, and historians_challenging and aiding educators to assess and improve their respective programs.

Teaching and Learning the Difficult Past

Given the fraught nature of teaching the highly contested issues of a people's history, only an approach that treats the past as worthy of exploration, ...

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Author: Magdalena H. Gross

Publisher: Routledge

ISBN: 9781351616676

Category: Education

Page: 304

View: 330

Building upon the theoretical foundations for the teaching and learning of difficult histories in social studies classrooms, this edited collection offers diverse perspectives on school practices, curriculum development, and experiences of teaching about traumatic events. Considering the relationship between memory, history, and education, this volume advances the discussion of classroom-based practices for teaching and learning difficult histories and investigates the role that history education plays in creating and sustaining national and collective identities.

New Possibilities for the Past

Should history be put in the service of nation? Can any history be truly inclusive? This volume advances the debate by shifting the focus from what should be included in history education to how we should think about and teach the past.

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Author: Penney Clark

Publisher: UBC Press

ISBN: 9780774820615

Category: Education

Page: 408

View: 293

The place of history education in schools has sparked heated debate in Canada. Is history dead? Who killed it? Should history be put in the service of nation? Can any history be truly inclusive? This volume advances the debate by shifting the focus from what should be included in history education to how we should think about and teach the past. In this book historians and educators discuss the state of history education research and its implications for classrooms, museums, virtual environments, and public institutional settings. They develop a comprehensive research agenda both to help students learn about the past and to understand how we construct history from its infinite possibilities.

Reckoning with the Past

This book explores how history teaching can support conflict reduction in deeply divided societies.

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Author: Margaret Eastman Smith

Publisher: Lexington Books

ISBN: 0739107984

Category: Education

Page: 259

View: 841

This book explores how history teaching can support conflict reduction in deeply divided societies. Using Northern Ireland as its case study, the work contributes to how people think about the identity-based conflict that surrounds them and involves them. It also acts as a manual for those who wish to undertake projects to change attitudes about history in post-conflict societies.

Education in Poland

This book examines the educational system of Poland, from the perspectives of the past, the present, and the future.

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Author: Kenneth R. Wulff

Publisher: University Press of America

ISBN: 0819186155

Category: Education

Page: 110

View: 877

This book examines the educational system of Poland, from the perspectives of the past, the present, and the future. Part I examines The Past: Traditions. A brief historical background of education in Poland becomes the necessary base for the present. Part II provides current information on the Organization and Structure of the Educational System in Poland. Important topics include Management and Finance, Structure of the Present System of Education, Teachers and Teacher Training, Parent Views, and additional general information. The author wants the reader to receive a balanced view of education in Poland. Therefore, Part III, The Future, builds on images of the past and images of the present to examine desired images in the future.

Clinical Teaching Past and Present

Interactive Clinical Teaching with Computers combined with a Laser Vision Disc H . A . VERBEEK This symposium on the past and present of clinical teaching ...

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Author: H. Beukers

Publisher: Rodopi

ISBN: 9051830823

Category: Medical

Page: 212

View: 191

History Education 101

This book provides important insights for academics in history and education departments as well as other individuals who are concerned with the status and improvement of history teaching in the schools, particularly current and future ...

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Author: Wilson J. Warren

Publisher: IAP

ISBN: 9781607528777

Category: Education

Page: 289

View: 830

Historians and teacher educators nationwide are now engaged in discussions about the importance of history teacher preparation. Interest within the history profession about the teaching of K12 history has increased significantly during the past two decades, particularly since the controversy over the National Standards for History’s publication. This attention is evident not only in the historical professions’ various publications, but also in the federal government’s multimillion dollar Teaching American History Program and the No Child Left Behind Act. Professional historians are increasingly committed to improving the teaching of history at the K12 level through many forms of collaboration. History Education 101’s thirteen essays are organized into three sections: context, practice, and new directions. The essays’ contributors, tenured faculty who teach history teaching methods courses in colleges and universities throughout the United States, focus on how history education has, is, and will be taught to new K12 teachers throughout the United States. Perhaps more than ever, it is critical for Americans to understand the role of higher education in the preparation of future middle and high school history teachers. This book provides important insights for academics in history and education departments as well as other individuals who are concerned with the status and improvement of history teaching in the schools, particularly current and future elementary and secondary teachers and administrators.

Excursion to the Past

This Handbook provides a number of examples, hints and historical background information, which will help teachers and students to make visits to Holocaust-related sites and exhibitions a meaningful and enriching experience.

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Author:

Publisher:

ISBN: OCLC:1032570923

Category:

Page: 52

View: 245

What is the role of Holocaust-related sites in today's societies? What do they offer to young people? What should be considered by schools and teachers when planning a visit to such a site? And how can teachers make best use of such visits for teaching about the Holocaust and human rights? This Handbook provides a number of examples, hints and historical background information, which will help teachers and students to make visits to Holocaust-related sites and exhibitions a meaningful and enriching experience.

History on Trial

The book argues that contention over the past is as old as the past itself, that the democratizing of the history profession has led to more balanced presentation of American history, and that continuous re-examination of the past is the ...

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Author: Gary B. Nash

Publisher: Vintage

ISBN: PSU:000057241197

Category: Education

Page: 320

View: 948

An incisive overview of the current debate over the teaching of history in American schools examines the setting of controversial standards for history education, the integration of multiculturalism and minorities into the curriculum, and ways to make history more relevant to students. Reprint.

What is History Teaching

This book draws together developments in a wide range of fields: in academic history, in the study of language and in classroom research on pupil learning, as the basis for a distinctive approach to the teaching and learning of history in ...

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Author: Chris Husbands

Publisher:

ISBN: STANFORD:36105019195465

Category: Education

Page: 148

View: 658

This book draws together developments in a wide range of fields: in academic history, in the study of language and in classroom research on pupil learning, as the basis for a distinctive approach to the teaching and learning of history in school. Chris Husbands analyses four approaches to learning about the past: through looking at evidence, through the language of the past, through story and through the imagination. He emphasizes the ways in which pupils and historians structure their own interpretations of history and considers the implications for teachers by examining the ways in which classroom talk, writing and assessment can support the development of sophisticated understandings of the past.

Guide to Social Studies Teaching in Secondary Schools

A GENERAL FRAME OF REFERENCE FOR TEACHING ABOUT THE UNITED STATES The ... Critics of our past or present are usually disloyal and , at best , misled .

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Author: Leonard Stout Kenworthy

Publisher:

ISBN: MINN:31951P00064047X

Category: Social sciences

Page: 414

View: 972

SUMMARY:Provides a practical guide for prospective and experienced teachers, accenting lesson and unit planning, resources and methods, as well as outlining the purposes and aims of social studies learnings.

Teaching History for the Common Good

A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in ...

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Author: Keith C. Barton

Publisher: Routledge

ISBN: 9781135645144

Category: Education

Page: 304

View: 708

In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.

Critical Mathematics Education

This book gathers contributions of researchers from five continents, for whom critical mathematics education has been an inspiration to think about many different topics such as the dialogical and political dimensions of teacher education, ...

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Author: Helle Alrø

Publisher:

ISBN: 9460911625

Category: Education

Page: 224

View: 563

Critical mathematics education brings together a series of concerns related to mathematics and its role in society, the practices of teaching and learning of mathematics in educational settings, and the practices of researching mathematics education. The work of Ole Skovsmose has provided a seminal contribution to the shaping of those concerns in the international community of mathematics educators and mathematics education researchers. This book gathers contributions of researchers from five continents, for whom critical mathematics education has been an inspiration to think about many different topics such as the dialogical and political dimensions of teacher education, mathematical modeling, the philosophy of mathematics from social and political perspectives, teaching practices in classrooms, the connection between mathematics and society, the scope and limits of critical thinking in relation to mathematics and mathematics education, and the political dimension of researching mathematics education. The book is not only a tribute to Ole Skovsmose's long academic career; it is also a way of providing an overview of the roots of the critical mathematics education concerns, their current developments in different parts of the world, and their future directions. With a diversity of styles and forms of texts, this book is addressed to all those teachers and researchers who would like to be introduced or would like to go deeper into the types of insights that critical mathematics education offers.

Teaching History with Film

Using cases of experienced teachers to illustrate accomplished history teaching through the use of movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a ...

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Author: Alan S. Marcus

Publisher: Routledge

ISBN: 9781135187828

Category: Education

Page: 198

View: 636

Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high school history teachers look for models of the effective use of motion pictures in history classrooms, the cupboard is surprisingly bare. Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through the use of movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach history. Each section of the book focuses on how teachers can effectively support the development of students’ historical film literacy through topics such as using film to develop historical empathy, to develop interpretive skills, and to explore controversial issues. By developing the skills students need to think critically about the past or what they think they know about history, the lessons in this book illustrate how to harness the pedagogical power of film to provide the tools necessary for rigorous inquiry and democratic citizenship. Special features include: "Reflection on the Case," following each chapter, analyzing and discussing the strengths and limitations of the teacher’s approach as well as providing strategies for using and choosing films specific to the educational outcome Sample unit outlines, descriptions of class texts and films, worksheets, essay questions, viewer guides, and exercises for the classroom throughout Discussion of the practical considerations facing classroom teachers, including juggling time restraints, issues of parental permission, and meeting standards