Recent Themes In Historical Thinking
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| Author | : Donald A. Yerxa |
| Publisher | : Univ of South Carolina Press |
| Total Pages | : 156 |
| Release | : 2008 |
| Genre | : History |
| ISBN | : 9781570037412 |
Described as "the New York Review of Books for history," Historically Speaking has emerged as one of the most distinctive historical publications in recent years, actively seeking out contributions from a pantheon of leading voices in historical discourse from both inside and outside academia. Recent Themes in Historical Thinking represents some of the best writing on historiography to appear in the past five years. The prominent historians featured in this collection of essays and interviews drawn from Historically Speaking comment on such wide-ranging topics as the impact of postmodernism on the field, the relationship between professional and popular history, the importance of historical consciousness, and the limitations of the field in its current state.
| Author | : Peter Seixas |
| Publisher | : |
| Total Pages | : 218 |
| Release | : 2012-07-30 |
| Genre | : Historiography |
| ISBN | : 9780176541545 |
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 | : Sam Wineburg |
| Publisher | : Teachers College Press |
| Total Pages | : 169 |
| Release | : 2015-04-26 |
| Genre | : Education |
| ISBN | : 0807772372 |
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 | : Sam Wineburg |
| Publisher | : University of Chicago Press |
| Total Pages | : 250 |
| Release | : 2018-09-17 |
| Genre | : History |
| ISBN | : 022635735X |
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 | : David J. Staley |
| Publisher | : Lexington Books |
| Total Pages | : 191 |
| Release | : 2010 |
| Genre | : History |
| ISBN | : 0739117548 |
Perhaps the most important histiographic innovation of the twentieth century was the application of the historical method to wider and more expansive areas of the past. Where historians once defined the study of history strictly in terms of politics and the actions and decisions of Great Men, historians today are just as likely to inquire into a much wider domain of the past, from the lives of families and peasants, to more abstract realms such as the history of mentalities and emotions. Historians have applied their method to a wider variety of subjects; regardless of the topic, historians ask questions, seek evidence, draw inferences from that evidence, create representations, and subject these representations to the scrutiny of other historians. This book severs the historical method from the past altogether by applying that method to a domain outside of the past. The goal of this book is to apply history-as-method to the study of the future, a subject matter domain that most historians have traditionally and vigorously avoided. Historians have traditionally rejected the idea that we can use the study of history to think about the future. The book reexamines this long held belief, and argues that the historical method is an excellent way to think about and represent the future. At the same time, the book asserts that futurists should not view the future as a scientist might--aiming for predictions and certainties--but rather should view the future in the same way that an historian views the past.
| Author | : Tim Allender |
| Publisher | : Routledge |
| Total Pages | : 325 |
| Release | : 2020-07-16 |
| Genre | : Education |
| ISBN | : 1000257428 |
Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom. The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional. Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.
| Author | : Nathan A. Finn |
| Publisher | : Crossway |
| Total Pages | : 112 |
| Release | : 2016-01-31 |
| Genre | : Religion |
| ISBN | : 1433537664 |
A robust understanding of the past has the power to shape our perspective on the present and plans for the future. In this introduction to the study of history, a historian helps students grasp what it means to examine and explore history from a distinctly Christian perspective. In addition to opening students’ eyes to the riches of the past, this readable guidebook models an approach to history that embraces the fundamental beliefs and convictions that make up the Christian worldview. Part of the acclaimed Reclaiming the Christian Intellectual Tradition series, this volume will be an invaluable tool in the hands of those seeking to engage with the past with God in mind. Includes illustrations, reflection questions, and a list of resources for further study.
| Author | : Sarah Maza |
| Publisher | : University of Chicago Press |
| Total Pages | : 262 |
| Release | : 2017-09-18 |
| Genre | : History |
| ISBN | : 022610947X |
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 | : Beth M. Sheppard |
| Publisher | : Society of Biblical Lit |
| Total Pages | : 281 |
| Release | : 2012-11-11 |
| Genre | : Religion |
| ISBN | : 1589836669 |
Do professional historians and New Testament scholars use the same methods to explore the past? This interdisciplinary textbook introduces students of the New Testament to the vocabulary and methods employed by historians. It discusses various approaches to historiography and demonstrates their applicability for interpreting the New Testament text and exploring its background. Overviews of the philosophy of history, common historical fallacies, and the basics of historiography are followed by three exegetical studies that illustrate the applicability of various historical methods for New Testament interpretation.
| Author | : Kadriye Ercikan |
| Publisher | : Routledge |
| Total Pages | : 285 |
| Release | : 2015-02-20 |
| Genre | : Education |
| ISBN | : 1317699769 |
New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.
