Author: Rachel G. Ragland
Publisher: Routledge
Published: 2010-05-26
Total Pages: 428
ISBN-13: 1135858632
DOWNLOAD EBOOK →The premise of the Teaching American History (TAH) project—a discretionary grant program funded under the U.S. Department of Education’s Elementary and Secondary Education Act— is that in order to teach history better, teachers need to know more history. Unique among professional development programs in emphasizing specific content to be taught over a particular pedagogical approach, TAH grants assist schools in implementing scientifically-based research methods for improving the quality of instruction, professional development, and teacher education in American history. Illustrating the diversity of these programs as they have been implemented in local education agencies throughout the nation, this collection of essays and research reports from TAH participants provides models for historians, teachers, teacher educators, and others interested in the teaching and learning of American History, and presents examples of lessons learned from a cross-section of TAH projects. Each chapter presents a narrative of innovation, documenting collaboration between classroom, community, and the academy that gives immediate and obvious relevance to the teaching and learning process of American history. By sharing these narratives, this book expands the impact of emerging practices from individual TAH projects to reach a larger audience across the nation.
Author: James P. Stobaugh
Publisher: New Leaf Publishing Group
Published: 2012
Total Pages: 384
ISBN-13: 0890516448
DOWNLOAD EBOOK →Respected Christian educator, Dr. James Stobaugh, offers an entire year of high school American history curriculum in an easy to teach and comprehensive volume. American History: Observations & Assessments from Early Settlement to Today employs clear objectives and challenging assignments for the tenth grade student. From before the birth of our republic to the principles of liberty, American history trends, philosophies, and events are thoroughly explored. The following components are covered for the student:Critical thinkingExaminations of historical theories, terms, and conceptsHistory makers who changed the course of AmericaOverviews and insights into world views. Students will complete this course knowing the Christian influences that created a beacon of hope and opportunity that still draws millions to the United States of America. This 384-page student resource should be used in conjunction with the American History: Observations & Assessments from Early Settlement to Today for the Teacher. British History and World History are included in this comprehensive high school history curriculum for 10th, 11th, and 12th grades offered by Dr. James Stobaugh and Master Books.
Author: Marcus Collins
Publisher: London Publishing Partnership
Published: 2020-05-27
Total Pages: 208
ISBN-13: 1913019055
DOWNLOAD EBOOK →Considering studying history at university? Wondering whether a history degree will get you a good job, and what you might earn? Want to know what it’s actually like to study history at degree level? This book tells you what you need to know. Studying any subject at degree level is an investment in the future that involves significant cost. Now more than ever, students and their parents need to weigh up the potential benefits of university courses. That’s where the Why Study series comes in. This series of books, aimed at students, parents and teachers, explains in practical terms the range and scope of an academic subject at university level and where it can lead in terms of careers or further study. Each book sets out to enthuse the reader about its subject and answer the crucial questions that a college prospectus does not.
Author: Keith C. Barton
Publisher: Routledge
Published: 2004-07-13
Total Pages: 349
ISBN-13: 1135645132
DOWNLOAD EBOOK →In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
Author: Rosalie Metro
Publisher: Teachers College Press
Published: 2017
Total Pages: 225
ISBN-13: 0807776637
DOWNLOAD EBOOK →This book offers the tools teachers need to get started with an innovative approach to teaching history, one that develops literacy and higher-order thinking skills, connects the past to students’ lives today, and meets Common Core State Standards (grades 7–12). The author provides over 60 primary sources organized into seven thematic units, each structured around an essential question from U.S. history. As students analyze carefully excerpted documents—speeches by presidents and protesters, Supreme Court cases, political cartoons—they build an understanding of how diverse historical figures have approached key issues. At the same time, students learn to participate in civic debates and develop their own views on what it means to be a 21st-century American. Each unit connects to current events and dynamic classroom activities make history come alive. In addition to the documents themselves, this teaching manual provides strategies to assess student learning; mini-lectures designed to introduce documents; activities to help students process, display, and integrate their learning; guidance to help teachers create their own units; and more. “Full of thought-provoking questions, engaging primary source documents, and an impressive array of classroom activities, this is a must-have resource for history teachers looking to stay relevant in our modern learning landscape.” —Diana Laufenberg, lead teacher and executive director, Inquiry Schools, Philadelphia, PA “A useful resource for novice and experienced history teachers, social studies teacher educators, homeschooling, and community educators. I am excited to use it in my college classes; this is required reading!” —LaGarrett King, University of Missouri “A remarkably thoughtful and engaging aid to teaching U.S. history. Using carefully chosen primary documents, Metro raises pointed questions that will help teachers and students alike wrestle with the place of the past in the present.” —Jill Lepore, Harvard University
Author: Martin James Stormzand
Publisher:
Published: 1925
Total Pages: 210
ISBN-13:
DOWNLOAD EBOOK →Author: W. Caleb McDaniel
Publisher: LSU Press
Published: 2013-05-06
Total Pages: 361
ISBN-13: 0807150193
DOWNLOAD EBOOK →Garrison signaled the importance of these ties to his movement with the well-known cosmopolitan motto he printed on every issue of his famous newspaper, The Liberator: "Our Country is the World--Our Countrymen are All Mankind." That motto serves as an impetus for McDaniel's study, which shows that Garrison and his movement must be placed squarely within the context of transatlantic mid-nineteenth-century reform. Through exposure to contemporary European thinkers--such as Alexis de Tocqueville, Giuseppe Mazzini, and John Stuart Mill--Garrisonian abolitionists came to understand their own movement not only as an effort to mold public opinion about slavery but also as a measure to defend democracy in an Atlantic World still dominated by aristocracy and monarchy. While convinced that democracy offered the best form of government, Garrisonians recognized that the persistence of slavery in the United States revealed problems with the political system.
Author: Gary B. Nash
Publisher: Vintage
Published: 2000
Total Pages: 350
ISBN-13: 0679767509
DOWNLOAD EBOOK →An incisive overview of the current debate over the teaching of history in American schools examines the setting of controversial standards for history education, the integration of multiculturalism and minorities into the curriculum, and ways to make history more relevant to students. Reprint.