Knowing, Teaching, and Learning History National and International Perspectives

Name: Knowing, Teaching, and Learning History National and International Perspectives
Price: 3.24 USD
Availability: InStock
ISBN: 9780814781425

ISBN-10: 081478142X

ISBN-13: 9780814781425

Edition: 2000

Authors: Peter N. Stearns, Peter Seixas, Sam Wineburg

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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,Knowingprovides an educational framework that anchors the discipline and centers its impact upon society." Canadian Social Studies 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 Historyrepresents 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 withinKnowing, 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 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 Peter Seixas 2 Is It Possible to Teach Beliefs, as Well as Knowledgeabout History? 38 James V. Wertsch 3 Teaching and Learning History in Canada 51 Desmond Morton 4 Dilemmas and Delights of Learning History 63 David Lowenthal 5 The Caliph's Coin: The Currency of NarrativeFrameworks in History Teaching 83 Denis Shemilt 6 The Convergence Paradigm in Studying EarlyAmerican History in the Schools 102 Gary B. Nash 7 Constructing World History in the Classroom 121 Ross E. Dunn part ii Changes Needed to Advance Good History Teaching 141 8 The Educational Backgrounds of History Teachers 143 Diane Ravitch 9 A Catwalk across the Great Divide: Redesigning theHistory Teaching Methods Course 156 G. Williamson McDiarmid and Peter Vinten-Johansen 10 What's This New Crap? What's Wrong withthe Old Crap? Changing History Teachingin Oakland, California 178 Shelly Weintraub part iii Research on Teaching and Learningin History 195 11 Progression in Historical Understanding amongStudents Ages 7?14 199Peter Lee and Rosalyn Ashby 12 Lessons on Teaching and Learning in History fromPaul's Pen 223 Gaea Leinhardt 13 Methods and Aims of Teaching History in Europe:A Report on Youth and History 246 Bodo von Borries 14 How Americans Use and Think about the Past:Implications from a National Survey forthe Teaching of History 262 Roy Rosenzweig 15 Articulating the Silences: Teachers? and Adolescents?Conceptions of Historical Significance 284 Linda S. Levstik 16 Making Historical Sense 306 Sam Wineburg part iv Models for Teaching 327 17 Into the Breach: Using Research and Theory to ShapeHistory Instruction 331 Robert B. Bain 18 Making Connections: The InterdisciplinaryCommunity of Teaching and Learning History 353 Chris

Book details

List price: $30.00
Copyright year: 2000
Publisher: New York University Press
Publication date: 9/1/2000
Binding: Paperback
Pages: 482
Size: 5.98" wide x 8.98" long x 1.02" tall
Weight: 1.430

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 .

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.



Acknowledgments


Introduction



Current Issues in History Education



Schweigen! die Kinder! or, Does Postmodern History Have a Place in the Schools?




Is It Possible to Teach Beliefs, as Well as Knowledge about History?




Teaching and Learning History in Canada




Dilemmas and Delights of Learning History




The Caliph's Coin: The Currency of Narrative Frameworks in History Teaching




The "Convergence" Paradigm in Studying Early American History in the Schools




Constructing World History in the Classroom




Changes Needed to Advance Good History Teaching



The Educational Backgrounds of History Teachers




A Catwalk across the Great Divide: Redesigning the History Teaching Methods Course




"What's This New Crap? What's Wrong with the Old Crap?" Changing History Teaching in Oakland, California




Research on Teaching and Learning in History



Progression in Historical Understanding among Students Ages 7-14




Lessons on Teaching and Learning in History from Paul's Pen




Methods and Aims of Teaching History in Europe: A Report on Youth and History




How Americans Use and Think about the Past: Implications from a National Survey for the Teaching of History




Articulating the Silences: Teachers' and Adolescents' Conceptions of Historical Significance




Making Historical Sense




Models for Teaching



Into the Breach: Using Research and Theory to Shape History Instruction




Making Connections: The Interdisciplinary Community of Teaching and Learning History




A Case Study of Developing Historical Understanding via Instruction: The Importance of Integrating Text Components and Constructing Arguments




Historical Understanding: Beyond the Past and into the Present




Getting Specific about Training in Historical Analysis: A Case Study in World History




The Sourcer's Apprentice: A Tool for Document-Supported Instruction



Postlogue


Contributors