Synopses & Reviews
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."
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 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
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 714 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 AdolescentsConceptions 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
Christine Gutierrez
19 A Case Study of Developing Historical Understandingvia Instruction: The Importance of Integrating TextComponents and Constructing Arguments 375
James F. Voss and Jennifer Wiley
20 Historical Understanding: Beyond the Past and intothe Present 390
Veronica Boix-Mansilla
21 Getting Specific about Training in Historical Analysis:A Case Study in World History 419
Peter N. Stearns
22 The Sourcer's Apprentice: A Tool forDocument-Supported Instruction 437
M. Anne Britt, Charles A. Perfetti, Julie A. Van Dyke,and Gareth Gabrys
Postlogue 471
Contributors 477
Review
"A remarkable intellectual synthesis by the key people who have made history education a very new field, linking practice, theory and historical perspective."-William Weber,editor of The History Teacher
Review
"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."
Review
"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."
Review
"A remarkable intellectual synthesis by the key people who have made history education a very new field, linking practice, theory and historical perspective."
"A state-of-the-art compendium of interdisciplinary understandings of how we best learn history."
"Knowing, Teaching, and Learning History examines the current state of history education by exploring the connections between the historical discipline, learning theory, and classroom practice. This interdisciplinary collection of articles addresses recent developments in the theory and practice of history education by scrutinizing how historical narratives are learned and what disciplinary practices and habits of mind facilitate historical understanding. Contributions by historians, teacher educators, educational psychologists, and classroom teachers bridge institutional boundaries and explore history education from elementary schools to university classrooms."
"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."
"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."
Review
"A state-of-the-art compendium of interdisciplinary understandings of how we best learn history."
Review
"Knowing, Teaching, and Learning History examines the current state of history education by exploring the connections between the historical discipline, learning theory, and classroom practice. This interdisciplinary collection of articles addresses recent developments in the theory and practice of history education by scrutinizing how historical narratives are learned and what disciplinary practices and habits of mind facilitate historical understanding. Contributions by historians, teacher educators, educational psychologists, and classroom teachers bridge institutional boundaries and explore history education from elementary schools to university classrooms."
Review
“It is worth noting that one of the many positive things that this book has to recommend for itself is a very clear writing style that makes complex legal and social science concepts accessible to a wide array of audiences.”
-The Law and Politics Book Review,
Review
“[The book is] law-focused and part of an academic series, but its style and subject matter make it relevant to a broad audience.”
-Emporia Gazette,
Review
“A must read for students of bias, racism, discrimination, and privilege. Lu-in Wang employs readable prose and compelling examples to elucidate these complex issues. Her cutting-edge exposition, especially in the context of health care, offers the reader a deeper understanding of the unseen forces that govern daily life.”
-Stephanie M. Wildman,professor of law and director, Santa Clara University School of Law Center for Social Justice
Review
“Does a powerful job of explaining why and how discrimination still plays such a strong role in our society. Like all of the best legal scholarship, this insightful book uses an unexpected, fresh conception to explore an age-old, stubborn problem. The result is a new understanding of both our legal structure and the society in which we live. A strong, helpful contribution to the debate on discrimination, its causes, and the damage it does.”
-David A. Harris,E.N. Balk Professor of Law and Values, University of Toledo College of Law
Synopsis
Represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past
Synopsis
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.
Synopsis
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.
Synopsis
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.
Synopsis
Much as we “select” computer settings by defaultreflexively, without thinking, and sometimes without realizing there are other options—we often discriminate by default as well. And just as default computer settings tend to become locked in or entrenched as the standard, discrimination by default creates a situation in which disparate outcomes are expected, accepted, and taken for granted. The killing of Amadou Diallo, racial disparities in medical care, the dominance of Whites and men in certain professions, and even the uneven media attention paid to crimes depending on their victims race and class, all might be cases of discrimination by, or as, default.
Wang contends that, today, most discrimination occurs by default and not design, making legal prohibitions that focus on those who discriminate out of ill will inadequate to redress the largest share of modern discrimination. She draws on social psychology to detail three ways in which unconscious assumptions can lead to discrimination, showing how they play out in a range of everyday settings. Wang then demonstrates how these dynamics interact in medical care to produce an invisible, self-fulfilling, and self-perpetuating prophecy of racial disparity. She goes on to suggest ways in which institutions and individuals might recognize, interrupt, and override the discriminatory default.
About the Author
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 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.
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.