What is history teaching?

language, ideas, and meaning in learning about the past
Author: Christopher T. Husbands
Publisher: Open Univ Pr
ISBN: N.A
Category: Education
Page: 148
View: 9280

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* How do pupils make sense of the past? * What is the relationship between the way historians construct interpretations of the past and the way pupils learn history in schools? This book draws together developments in a wide range of fields: in academic history, in the study of language and in classroom research on pupil learning, as the basis for a distinctive approach to the teaching and learning of history in school. Chris Husbands analyses four approaches to learning about the past: through looking at evidence, through the language of the past, through story and through the imagination. He emphasises the ways in which pupils and historians structure their own interpretations of history and considers the implications for teachers by examining the ways in which classroom talk, writing and assessment can support the development of sophisticated understandings of the past.

Understanding History Teaching

Teaching and Learning about the Past in Secondary Schools
Author: Husbands, Chris,Kitson, Alison,Pendry, Anna
Publisher: McGraw-Hill Education (UK)
ISBN: 0335212719
Category: Education
Page: 173
View: 3250

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"Drawing on fieldwork in secondary schools and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn" -- book cover.

Historical Thinking and Other Unnatural Acts

Charting the Future of Teaching the Past
Author: Sam Wineburg
Publisher: Temple University Press
ISBN: 9781439903018
Category: History
Page: 270
View: 2943

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Since ancient times, the pundits have lamented young people's lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes. In the contemporary United States, this dire outlook drives a contentious debate about what key events, nations, and people are essential for history students. Sam Wineburg says that we are asking the wrong questions. This book demolishes the conventional notion that there is one true history and one best way to teach it. Although most of us think of history -- and learn it -- as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing and understanding about the relationships of peoples and events in the past. A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the one damned thing after another concept of history. Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer rough maps of how ordinary people think about the past and use it to understand the present. Arguing that we all absorb lessons about history in many settings -- in kitchen table conversations, at the movies, or on the world-wide web, for instance -- these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

Teaching History 11-18

understanding the Past 11-18
Author: Husbands, Chris,Kitson, Alison
Publisher: McGraw-Hill Education (UK)
ISBN: 0335238203
Category: Education
Page: 200
View: 2244

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This book provides a comprehensive and radical guide to the challenges facing history and history teaching in contemporary schools

How People Learn

Brain, Mind, Experience, and School: Expanded Edition
Author: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice
Publisher: National Academies Press
ISBN: 0309131979
Category: Education
Page: 384
View: 8741

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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 methods--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.

Nation-Building and History Education in a Global Culture


Author: Joseph Zajda
Publisher: Springer
ISBN: 9401797293
Category: Education
Page: 197
View: 9054

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This book examines the nexus between nation-building and history education globally and the implication for cultural diversity and social justice. It studies some of the major education reforms and policy issues in history education in a global culture, and regards them in the light of recent shifts in history education and policy research. In doing so, the volume provides a comprehensive picture of the intersecting and diverse discourses of globalisation, history education and policy-driven reforms. It makes clear that the impact of globalisation on education policy and reforms is a strategically significant issue for us all. The book focuses on the importance of nation-building and patriotism in history education, and presents up-to-date research on global trends in history education reforms and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concerns in the field of globalisation, history education and policy research.

A Passion for the Past

Creative Teaching of U.S. History
Author: James A. Percoco
Publisher: Heinemann Educational Books
ISBN: N.A
Category: Education
Page: 149
View: 3876

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Discusses using applied history techniques such as traveling to historic sites, examining movies and documentaries, and conducting interviews, to inspire student interest in history.

A Practical Guide to Teaching History in the Secondary School


Author: Martin Hunt
Publisher: Routledge
ISBN: 1134199678
Category: Education
Page: 120
View: 6818

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This practical workbook contains all the advice, guidance and resources new and student history teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations. Helpful features include: case studies examples of pupils’ work examples of existing good practice a range of tried-and-tested teaching strategies photocopiable resources and training materials activities in each chapter to help student history teachers analyze their learning and performance web links for further reading on evidence-based practice. Designed to be used independently or as an integrated extension of the popular textbook, Learning to Teach History in the Secondary School which provides detailed examples of theory in practice, this book is packed with examples of how to analyze practice to ensure maximized learning in the classroom.

History and English in the Primary School

Exploiting the Links
Author: Pat Hoodless
Publisher: Routledge
ISBN: 1134705638
Category: Education
Page: 216
View: 7074

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Changes to the primary curriculum over recent years have widened choice for all, yet the current wave of thinking seems determined to retreat 'back to basics'. This vibrant volume examines the many ways in which history can include and complement the teaching of English, to the greater benefit of both. Enthusiastic practitioners explain how lively classroom activities can influence the level of children's literacy, which means that the importance of the basics is recognised without compromising on the choice of subjects open to children. History emerges as a wonderful tool for exploring not only language and literature, but also as a way of stimulating the imagination and encouraging talk. The contributors here are all passionate about this vital link between two complementary subject areas and will convincingly win you over. The book is an invaluable companion for the student teacher, primary teacher and teacher educator.

What is History?


Author: E. H. Carr
Publisher: Penguin UK
ISBN: 0241351901
Category: History
Page: 208
View: 6842

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'Not only one of our most distinguished historians but also one of the most valuable contributors to historical theory' Spectator In formulating an answer to the question of 'What is History', Carr argues that the 'facts' of history are simply those which historians have chosen to focus on. All historical facts come to us as a result of interpretive choices by historians influenced by the standards of their age. Now for the first time in Penguin Modern Classics, with an introduction by Richard J. Evans, author of the Third Reich trilogy.

Bringing History Alive through Local People and Places

A guide for primary school teachers
Author: Lynne Dixon,Alison Hales
Publisher: Routledge
ISBN: 1136280588
Category: Education
Page: 208
View: 9149

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A much-needed and delightful book. It shows how history can be taught with the meaningful experiences of each child at its centre, making connections between the child, the locality and community, the national and global past and concepts of time. Throughout the authors empower teachers to adopt their philosophy, by showing them how to plan, select resources and strategies and reflect on ideas and case studies. Hilary Cooper, Emeritus professor of history and pedagogy, The University of Cumbria, UK. Bringing History Alive through Local People and Places puts the local environment and community at the heart of history, showing how it can be used as the context for successful history teaching across the primary age range. It considers how to develop children’s concepts and skills through local history, how to link local, national and global aspects of history, and helps you develop your own historical knowledge, understanding and confidence in teaching the subject. Practical topics explored include: Investigating children’s cultural and geographical roots through fieldwork Finding and visiting local museums, archives and heritage sights Choosing and using resources Using significant people, events and buildings to link with national history Environmental education and sustainable development through local history Understanding the links between history and everyday life Planning and assessing history. Based on the latest research and practice in the field, Bringing History Alive through Local People and Places offers an exciting template of creative ideas and activities to show teachers how they can make history relevant to all children.

Essential Questions

Opening Doors to Student Understanding
Author: Jay McTighe,Grant Wiggins
Publisher: ASCD
ISBN: 1416615709
Category: Education
Page: 119
View: 517

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What are "essential questions," and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards--local or Common Core State Standards--in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging--for both teachers and students--and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community--students, teachers, and administrators--benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages.

Why the West Rules - For Now

The Patterns of History, and What They Reveal About the Future
Author: Ian Morris
Publisher: McClelland & Stewart
ISBN: 1551995816
Category: History
Page: 768
View: 6329

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Why does the West rule? In this magnum opus, eminent Stanford polymath Ian Morris answers this provocative question, drawing on 50,000 years of history, archeology, and the methods of social science, to make sense of when, how, and why the paths of development differed in the East and West — and what this portends for the 21st century. There are two broad schools of thought on why the West rules. Proponents of "Long-Term Lock-In" theories such as Jared Diamond suggest that from time immemorial, some critical factor — geography, climate, or culture perhaps — made East and West unalterably different, and determined that the industrial revolution would happen in the West and push it further ahead of the East. But the East led the West between 500 and 1600, so this development can't have been inevitable; and so proponents of "Short-Term Accident" theories argue that Western rule was a temporary aberration that is now coming to an end, with Japan, China, and India resuming their rightful places on the world stage. However, as the West led for 9,000 of the previous 10,000 years, it wasn't just a temporary aberration. So, if we want to know why the West rules, we need a whole new theory. Ian Morris, boldly entering the turf of Jared Diamond and Niall Ferguson, provides the broader approach that is necessary, combining the textual historian's focus on context, the anthropological archaeologist's awareness of the deep past, and the social scientist's comparative methods to make sense of the past, present, and future — in a way no one has ever done before. From the Hardcover edition.

History teachers in the making

professional learning
Author: Anna Pendry,Christopher T. Husbands
Publisher: Open Univ Pr
ISBN: 9780335198269
Category: Education
Page: 164
View: 716

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A History of ELT, Second Edition


Author: A.P.R. Howatt,H.G. Widdowson
Publisher: Oxford University Press
ISBN: 9780194421850
Category: Foreign Language Study
Page: 417
View: 9032

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This revised and updated history covers the Renaissance to the present day, covering all the important phases of the history of English language teaching from a global perspective.

Why Learn History (When It's Already on Your Phone)


Author: Sam Wineburg
Publisher: N.A
ISBN: 9780226357218
Category: Education
Page: 240
View: 1674

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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 percentage 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 always at our fingertips, what's a teacher of history to do? Sam Wineburg has answers, beginning with this: We definitely can't stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we've subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It's Already on Your Phone), has nothing to do with test prep-style ability to memorize facts. Instead, it's an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments--including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources--to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate. It's easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn't have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.

Using New Technologies to Enhance Teaching and Learning in History


Author: Terry Haydn
Publisher: Routledge
ISBN: 1135121060
Category: Education
Page: 200
View: 763

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Nearly all history teachers are interested in how new technology might be used to improve teaching and learning in history. However, not all history departments have had the time, expertise and guidance which would enable them to fully explore the wide range of ways in which ICT might help them to teach their subject more effectively. This much-needed collection offers practical guidance and examples of the ways in which new technology can enhance pupil engagement in the subject, impact on knowledge retention, get pupils learning outside the history classroom, and help them to work collaboratively using a range of Web 2.0 applications. The chapters, written by experienced practitioners and experts in the field of history education and ICT, explore topics such as: how to design web interactivities for your pupils what can you accomplish with a wiki how to get going in digital video editing what to do with the VLE? making best use of the interactive whiteboard designing effective pupil webquests digital storytelling in history making full use of major history websites using social media. Using New Technologies to Enhance Teaching and Learning in History is essential reading for all trainee, newly qualified and experienced teachers of history. It addresses many of the problems, barriers and dangers which new technology can pose, but it also clearly explains and exemplifies the wide range of ways in which ICT can be used to radically improve the quality of pupils’ experience of learning history.

Literary Studies in Action


Author: Alan Durant,Nigel Fabb
Publisher: Routledge
ISBN: 1134971281
Category: Language Arts & Disciplines
Page: 240
View: 6279

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`This is a textbook for the times, which addresses itself brilliantly to the twin phenomena of expanding horizons and diminishing resources of English studies.' - David Lodge