Summer Reading B2G1 Free
 
 

Special Offers see all

Enter to WIN a $100 Credit

Subscribe to PowellsBooks.news
for a chance to win.
Privacy Policy

Visit our stores


    Recently Viewed clear list


    Q&A | July 20, 2015

    Jesse Ball: IMG Powell’s Q&A: Jesse Ball



    Describe your latest book. I woke up one day from a sort of daydream with an idea for a book's structure, and for the thread of that book, one... Continue »
    1. $16.80 Sale Hardcover add to wish list

      A Cure for Suicide

      Jesse Ball 9781101870129

    spacer
Qualifying orders ship free.
$96.95
New Hardcover
Ships in 1 to 3 days
Add to Wishlist
available for shipping or prepaid pickup only
Available for In-store Pickup
in 7 to 12 days
Qty Store Section
25 Remote Warehouse Education- Teaching Social Studies

Knowing, Teaching, and Learning History: National and International Perspectives

by

Knowing, Teaching, and Learning History: National and International Perspectives Cover

 

Synopses & Reviews

Publisher Comments:

Read the #LINK<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

Synopsis:

Much as we “select” computer settings by default—reflexively, without thinking, and sometimes without realizing there are other options&#8212;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.

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.

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 DocumentsAmerican 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.

Product Details

ISBN:
9780814781418
Editor:
Stearns, Peter N.
Editor:
Seixas, Peter C.
Editor:
Wineburg, Samuel S.
Editor:
Wineburg, Sam
Editor:
Stearns, Peter N.
Editor:
Seixas, Peter C.
Author:
Wang, Lu-In
Author:
Seixas, Peter C.
Author:
Seixas, Peter
Author:
Stearns, Peter N.
Author:
Stearns, Peter
Author:
Wineburg, Sam
Editor:
Wineburg, Samuel S.
Publisher:
New York University Press
Location:
New York
Subject:
History
Subject:
Study & Teaching
Subject:
Historiography
Subject:
HISTORY_STUDY AND TEACHING
Subject:
TEACHING OF A SPECIFIC SUBJECT
Subject:
General History
Subject:
History -- Study and teaching.
Subject:
Education-Teaching Social Studies
Subject:
Discrimination
Publication Date:
20000931
Binding:
HARDCOVER
Language:
English
Illustrations:
Y
Pages:
482
Dimensions:
9 x 6 in

Related Subjects

Education » Teaching » Social Studies
History and Social Science » World History » Historiography

Knowing, Teaching, and Learning History: National and International Perspectives New Hardcover
0 stars - 0 reviews
$96.95 In Stock
Product details 482 pages New York University Press - English 9780814781418 Reviews:
"Synopsis" by , Much as we “select” computer settings by default—reflexively, without thinking, and sometimes without realizing there are other options&#8212;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.

"Synopsis" by , 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.

spacer
spacer
  • back to top

FOLLOW US ON...

     
Powell's City of Books is an independent bookstore in Portland, Oregon, that fills a whole city block with more than a million new, used, and out of print books. Shop those shelves — plus literally millions more books, DVDs, and gifts — here at Powells.com.