Teaching History Then And Now
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| Author | : Larry Cuban |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2016 |
| Genre | : High school teaching |
| ISBN | : 9781612508870 |
In Teaching History Then and Now, Larry Cuban explores the teaching of history in American high schools during the past half-century. Focusing on two high schools where he once taught--Cleveland's Glenville High School and Washington DC's Cardozo High School--Cuban augments his recollections of and research on the featured schools with a sweeping, nationwide account of the field. The result is exemplary education research, capturing the gritty facts of classroom practice and the larger currents of policy, institutional, and national change. "Teaching History Then and Now takes us back into the classrooms where Cuban himself taught, in the 1950s and 1960s, then brings us into the same schools today. The result is both a memoir and a history, a tale of one educator's life and a meditation on what it means for the rest of us." --Jonathan Zimmerman, professor of history of education, New York University, and author, Too Hot to Handle "Cuban has done it again. He has looked deeply into an important topic in a way that both reads well and gets to some critically significant issues. Everyone from would-be or new teachers to policy makers needs to read this from cover to cover." --Deborah Meier, author, In Schools We Trust "With his deft touch for humanizing education history and drawing the links between policy and practice, Larry Cuban offers an intimate and immensely readable look at how history teaching has changed over the past half-century. Touching on everything from the New Social Studies to the role of technology, his deeply personal narrative explores what 'reform' ultimately means for teachers and students." --Frederick M. Hess, director of education policy studies, American Enterprise Institute "Larry Cuban draws on his experience as a high school history teacher and educational historian to show how much impact fifty years of school reform have had on American schools. Returning to urban schools where he once taught, he finds that schools remain dynamically conservative organizations, where teachers continue to serve as gatekeepers for policy change and where the grammar of schooling remains strong." --David F. Labaree, professor of education, Stanford University Larry Cuban is professor emeritus of education at Stanford University.
| Author | : Christopher C. Martell |
| Publisher | : Teachers College Press |
| Total Pages | : 177 |
| Release | : 2021 |
| Genre | : Education |
| ISBN | : 0807779261 |
Learn how to enact justice-oriented pedagogy and foster students’ critical engagement in today’s history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for “thinking like an activist” and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors’ studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices. Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.Advocates for students to develop “thinking like an activist” in their approach to studying the past.Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
| 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 | : James W. Loewen |
| Publisher | : Teachers College Press |
| Total Pages | : 289 |
| Release | : 2018-09-07 |
| Genre | : Education |
| ISBN | : 0807759481 |
“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.
| Author | : Larry Cuban |
| Publisher | : Teachers College Press |
| Total Pages | : 388 |
| Release | : 1993 |
| Genre | : Education |
| ISBN | : 0807776394 |
In the first edition of this seminal study, Larry Cuban presented the last century of American teaching as one of a stable teacher-centered pedagogy. Within this framework, Cuban explored how major school reform efforts to alter classroom teaching often resulted in modest shifts in pedagogy in elementary schools and even less change in secondary schools.Now, in this second edition, How Teachers Taught: Constancy and Change in American Classrooms, 1890–1990, Larry Cuban returns to his pioneering inquiry into the history of teaching practice in the United States, responds to criticisms, and incorporates the scholarship of the last ten years. While not abandoning his basic thesis of the remarkable continuity in teacher-based instruction, Cuban now examines more closely the phenomenon of “hybrids” of student-centered and teacher-centered pedagogy, and finds many instances of classroom change sufficient to give pause to those who see futility in classroom reform. The author looks closely at socioeconomic contexts and the evolution of curriculum content. In the final chapter, Cuban directly assesses the implications of his work for policymakers, practitioners, and researchers. Historians, sociologists, and educators will also find powerful relevancy to their work, and the general reader will join in an exciting search for historical realities. “There are no bumper-sticker solutions to educational problems here, no election year gimmicks. Rather, this book presents the seasoned hopefulness and skeptical wisdom of a scholar-practitioner who gives us a better map of where we have been and a sense of where we might go.” —From the Foreword by David Tyack
| Author | : Gary B. Nash |
| Publisher | : Vintage |
| Total Pages | : 350 |
| Release | : 2000 |
| Genre | : Education |
| ISBN | : 0679767509 |
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.
| Author | : Ian Phillips |
| Publisher | : SAGE |
| Total Pages | : 290 |
| Release | : 2008-05-19 |
| Genre | : Education |
| ISBN | : 184920635X |
Reflective practice is at the heart of effective teaching, and this book will help you develop into a reflective teacher of history. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make the best use of resources and how to assess pupils′ progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a history teacher. The book comes with access to a companion website, where you will find: - Videos of real lessons so you can see the skills discussed in the text in action - Transcripts from teachers and students that you can use as tools for reflection - Links to a range of sites that provide useful additional support - Extra planning and resource materials. If you are training to teach history, citizenship or social sciences this book will help you to improve your classroom performance by providing you with practical advice, and also by helping you to think in depth about the key issues. It provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE. Ian Phillips is course leader for PGCE History (and Teaching and Learning Fellow) at Edge Hill University.
| Author | : Kay Traille |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 185 |
| Release | : 2019-12-25 |
| Genre | : Education |
| ISBN | : 1475855575 |
This book is about what teachers need to know before they teach history to students of color. It is a book about the ‘inside feel’ of these students and what they think and say history is for, based on research in the United States with reflections on the United Kingdom. It gives history teachers a better understanding of why culturally relevant pedagogy, inclusion and issues surrounding diversity are of crucial importance if we are to reach these students. We live in a world where many multicultural students think they have little connection with the histories, traditions and values in which they have grown up, some look toward groups who promise them a sense of belonging and ownership of created histories which clash with and threaten democratic societies. This book begins with the belief that it is important to understand how a subject, history, makes non-White students think and feel about themselves. At its center are assertions made by students of color who think learning history that is rich in aspects they can connect with culturally and personally, is important and necessary in gaining and holding their attention. Then I make suggestions of how we best communicate and set high expectations for these students, how as history teachers we use strategies to better engage these students, and redirect the unengaged. We need to make sure history educators provide necessary and appropriate scaffolding for students of colour to better process what they learn in history lessons, making sure they are engaged in higher-order thinking in an equitable safe environment where they see and know that their diversities are respected and valued.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 386 |
| Release | : 2000-08-11 |
| Genre | : Education |
| ISBN | : 0309131979 |
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
| Author | : Hilary Cooper |
| Publisher | : Taylor & Francis |
| Total Pages | : 207 |
| Release | : 2016-11-10 |
| Genre | : Education |
| ISBN | : 1317363779 |
The fully updated second edition of Teaching History Creatively introduces teachers to the wealth of available approaches to historical enquiry, ensuring creative, effective learning. This book clearly sets out the processes of historical enquiry, demonstrating how these are integrally linked with key criteria of creativity and helps readers to employ those features of creativity in the classroom. Underpinned by theory and research, it offers informed and practical support and is illustrated throughout with examples of children’s work. Key themes addressed include: investigating sources using archives in your own research project becoming historical agents and history detectives drama for exploring events myths and legends communicating historical understanding creatively. With brand new chapters from the Stone Ages to the Iron Age, using prehistoric sources; The withdrawal of the Romans and the conquest and settlement of Britain by the Anglo-Saxons, in addition to many new case studies, this exciting edition puts an emphasis on accessible, recent research, new evidence and interpretations and encourages the creative dynamism of the study of history. Teaching History Creatively provides vivid and rich examples of the creative use of sources, of approaches to understanding chronology and concepts of time and of strategies to create interpretations. It is an essential purchase for any teacher or educator who wishes to embed creative approaches to teaching history in their classroom.
