| Knowing, Teaching, and Learning History: National and International Perspectives Contributor(s): Stearns, Peter N. (Editor), Seixas, Peter (Editor), Wineburg, Sam (Editor) |
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ISBN: 0814781411 ISBN-13: 9780814781418 Publisher: New York University Press OUR PRICE: $88.11 Product Type: Hardcover - Other Formats Published: September 2000 Annotation: Read the Introduction. "The 22 useful and engaging essays in this book represent leading work in the scholarship of teaching and learning related to history. The collection is a valuable effort. Hopefully these essays will do much to bridge the gap between historians, teacher educators, and teachers."--"Teaching History" "This is not a static voyage; rather, it is one that will take the interested reader on a wonderful journey of discovery and reexamination. . . . Captured within its pages, Knowing provides an educational framework that anchors the discipline and centers its impact upon society." As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, "How do students develop sophisticated historical understandings and how can teachers best encourage this process?" Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the AmericanHistorical Association Tabble of Contents Acknowledgments ix Introduction 1 part i Current Issues in History Education 15 1 Schweigen! die Kinder! or, Does Postmodern HistoryHave a Place in the Schools? 19 2 Is It Possible to Teach Beliefs, as Well as Knowledgeabout History? 38 3 Teaching and Learning History in Canada 51 4 Dilemmas and Delights of Learning History 63 5 The Caliph's Coin: The Currency of NarrativeFrameworks in History Teaching 83 6 The Convergence Paradigm in Studying EarlyAmerican History in the Schools 102 7 Constructing World History in the Classroom 121 part ii Changes Needed to Advance Good 8 The Educational Backgrounds of History Teachers 143 9 A Catwalk across the Great Divide: Redesigning theHistory Teaching Methods Course 156 10 What's This New Crap? What's Wrong withthe Old Crap? Changing History Teachingin Oakland, California 178 part iii Research on Teaching and Learningin History 195 12 Lessons on Teaching and Learning in History fromPaul's Pen 223 13 Methods and Aims of Teaching History in Europe: A Report on Youth and History 246 14 How Americans Use and Think about the Past: Implications from a National Survey forthe Teaching of History 262 15 Articulating the Silences: Teachers and AdolescentsConceptions ofHistorical Significance 284 16 Making Historical Sense 306 part iv Models for Teaching 327 18 Making Connections: The InterdisciplinaryCommunity of Teaching and Learning History 353 19 A Case Study of Developing Historical Understandingvia Instruction: The Importance of Integrating TextComponents and Constructing Arguments 375 20 Historical Understanding: Beyond the Past and intothe Present 390 21 Getting Specific about Training in Historical Analysis: A Case Study in World History 419 22 The Sourcer's Apprentice: A Tool forDocument-Supported Instruction 437 Postlogue 471 Contributors 477 |
| Additional Information |
| BISAC Categories: - History | Study & Teaching - History | Historiography |
| Dewey: 907.2 |
| LCCN: 00008810 |
| Physical Information: 1.08" H x 6.18" W x 9.18" (1.73 lbs) 482 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: A rethinking of teaching methodology in history classrooms As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place of history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history. The book concerns itself first and foremost with the question, How do students develop sophisticated historical understandings and how can teachers best encourage this process? Recent developments in psychology, education, and historiography inform the debates that take place within Knowing, Teaching, and Learning History. This four-part volume identifies the current issues and problems in history education, then works towards a deep and considered understanding of this evolving field. The contributors to this volume link theory to practice, making crucial connections with those who teach history. Published in conjunction with the American Historical Association. |
Contributor Bio(s): Stearns, Peter N.: - Peter N. Stearns is Provost and University Professor at George Mason University. Since 1967, he has served as editor-in-chief of The Journal of Social History. His numerous books include World History in Documents; American Behavioral History; and Anxious Parents. Seixas, Peter: -Professor of Curriculum Studies at the University of British Columbia, Peter Seixas has published numerous articles on social studies curriculum, historical understanding, and school-university collaboration. Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts. Wineburg, Sam: -Professor of Educational Psychology and Adjunct Professor of History at the University of Washington, Sam Wineburg is author of the forthcoming Historical Thinking and Other Unnatural Acts. |