The Challenge Of Rethinking History Education
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Author | : Bruce A. VanSledright |
Publisher | : Routledge |
Total Pages | : 416 |
Release | : 2010-09-13 |
Genre | : Education |
ISBN | : 1136923012 |
Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a "basic" understanding of the country’s history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachers’ lectures ensues. In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase students’ capacity to critically read and assess the nature of the complex culture in which they live.
Author | : Bruce VanSledright |
Publisher | : Routledge |
Total Pages | : 231 |
Release | : 2010-09-13 |
Genre | : Education |
ISBN | : 1136923020 |
In The Challenge of Rethinking History Education, Bruce A. VanSledright argues for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation.
Author | : Bruce VanSledright |
Publisher | : Taylor & Francis |
Total Pages | : 224 |
Release | : 2010 |
Genre | : Education |
ISBN | : 9780415873789 |
Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a "basic" understanding of the countryâe(tm)s history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachersâe(tm) lectures ensues. In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase studentsâe(tm) capacity to critically read and assess the nature of the complex culture in which they live.
Author | : Bill Bigelow |
Publisher | : Rethinking Schools |
Total Pages | : 197 |
Release | : 1998 |
Genre | : Biography & Autobiography |
ISBN | : 094296120X |
Provides resources for teaching elementary and secondary school students about Christopher Columbus and the discovery of America.
Author | : Terry Burant |
Publisher | : Rethinking Schools |
Total Pages | : 393 |
Release | : 2010 |
Genre | : Education |
ISBN | : 0942961471 |
Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.
Author | : Peter N. Stearns |
Publisher | : NYU Press |
Total Pages | : 493 |
Release | : 2000-09 |
Genre | : Education |
ISBN | : 0814781411 |
This four-part volume identifies the problems and issues in late 20th and early 21st-century history education, working towards an understanding of this evolving field. It aims to give both students and teachers insights into the best way of developing historical understanding in pupils.
Author | : Thomas Bender |
Publisher | : Univ of California Press |
Total Pages | : 437 |
Release | : 2002-05-14 |
Genre | : History |
ISBN | : 0520230582 |
"In One eloquent essay after another, some of the wisest historians of our time write American history in a grand cosmopolitan context. From the era of discovery to the present, histories that we thought we knew—of labor, of race relations, of politics, of gender relations, of diplomacy, of ethnicity—are more richly understood when causes and consequences are traced throughout the globe. One emerges invigorated, ready to welcome a new American history for a new international century."—Linda K. Kerber, author of No Constitutional Right to Be Ladies: Women and the Obligations of Citizenship "Rethinking American History in a Global Age is an extremely stimulating and thought-provoking collection of essays written by leading historians who offer wider contexts for illuminating the traditional themes and issues of American national history. Particularly impressive is the book's combination of caution and original, sometimes daring insights."—David Brion Davis, author of In the Image of God: Religion, Moral Values, and Our Heritage of Slavery "For decades American historians have been urging one another to place our culture in comparative or transnational perspective. Thomas Bender's unique volume includes not only essays theorizing such efforts and essays exemplifying such work at its most successful and its most provocative, it also provides more skeptical assessments questioning whether American historians can meet the challenge of overcoming our longstanding national preoccupations. Rethinking American History in a Global Age is an indispensable book that will shape the work of a rising generation of historians whose horizons will extend beyond our own shores."—James T. Kloppenberg, author of The Virtues of Liberalism
Author | : Bill Bigelow |
Publisher | : Rethinking Schools |
Total Pages | : 121 |
Release | : 2008 |
Genre | : Education |
ISBN | : 0942961390 |
Presents a collection of lessons and activities for teaching American history for students in middle school and high school.
Author | : Linda Christensen |
Publisher | : |
Total Pages | : 320 |
Release | : 2012 |
Genre | : Education |
ISBN | : 9780942961522 |
Rethinking Elementary Education collects the finest writing about elementary school life and learning from 25 years of Rethinking Schools magazine. The articles in this collection offer practical insights about how to integrate the teaching of content with a social justice lens, seek wisdom from students and their families, and navigate stifling tests and mandates. Teachers and parents will find both inspiration and hope in these pages.
Author | : Arthur Chapman |
Publisher | : UCL Press |
Total Pages | : 284 |
Release | : 2021-01-07 |
Genre | : Education |
ISBN | : 1787357309 |
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.