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Engagement in Teaching History: Theory and Practices for Middle and Secondary Teachers
Synopses & Reviews
How can history be taught effectively? Does knowing about the past give meaning to the present and hints to what will happen in the future? This book responds to these questions as it explores the key elements of history instruction–the use of primary sources and narratives, involving students in the historical inquiry through classroom discussions, teaching toward chronological thinking, and the use of historical documents to develop in students a “detective approach” to solving historical problems. Taking a systematic approach to improve students’ historical thinking, this book emphasizes certain strategies that will help students know more about the past in ways that will help them in their lives today.
The second edition is organized in three parts–Part One describes the theoretical background to teaching history. Part Two, Planning and Assessment, emphasizes the importance of good organization and lesson planning as well as how to assess students’ knowledge, reasoning power, and effective use of communication in the history classroom. Part Three, Instruction, focuses on the use of primary sources, class discussions, incorporating photographs and paintings, and writing in teaching history. Both the study of history and the teaching of history are multifaceted. The author’s hope in writing this book is to engage new and experienced teachers in thoughtful discourse regarding the teaching and learning of history and to develop lifelong learners of history in the 21st century.
This book offers a wealth of ideas for prospective teachers of history, from the selection of content to methods of instruction and ways to assess pupils' learning. Coverage advocates the use of a systematic approach to improving learners' “historical thinking.” It offers guidelines for involving learners in historical inquiry, teaching toward chronological thinking, encouraging deliberative discussions, and using primary sources/historical documents to ignite pupils' innate “detective” instincts and engage them in solving historical problems. For middle/secondary school science teachers, educators and aids.
With an emphasis on engaging students in historical inquiry, problem solving, and discussion, Engagement in Teaching History offers a wealth of ideas for prospective teachers of history. The book addresses the selection of content, methods of instruction, and ways to assess students’ learning. By following the text’s guidelines for involving learners in historical inquiry, teaching toward chronological thinking, encouraging deliberative discussions, and using primary sources, teachers will ignite students’ innate “detective” instincts and encourage them to think critically about historical events.
About the Author
Dr. Frederick D. Drake is a Professor of History and Director of the History-Social Sciences Education Program at Illinois State University. He has taught for 38 years - 20 years teaching high school history and the social sciences, and 18 years at the university level. He was named Illinois State University's Outstanding University Professor for 2003-2004.
Dr. Lynne R. Nelson is an Associate Professor of Curriculum and Instruction at Purdue University. He has taught for 39 years - 10 years teaching high school social studies, and 29 years at the university level.
Table of Contents
PART I: THEORETICAL BACKGROUND.
1. Teaching History.
2. The History of Teaching History.
3. Historical Thinking.
PART II: PLANNING AND ASSESSMENT.
4. Organizing Your History Courses: Making Content Choices.
5. Lesson and Unit Planning.
6. Creating Historical Understanding and Communication through Performance Assessment.
7. Using Primary Sources: The First-, Second-, and Third-Order Approach.
8. Considering and Doing Discussion in History Teaching.
9. Using Historical Images to Engage Your Students in the Past.
10. Using Writing to Engage Your Students in the Past.
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