Engagement in Teaching History
Theory and Practices for Middle and Secondary Teachers
2nd Edition
Published on 20. February 2008
Book
Paperback/Softback
240 pages
978-0-13-158673-4 (ISBN)
Description
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in the historical inquiry through classroom discussions, teaching toward chronological thinking, and the use of historical documents to develop in students a "detective approach" to solving historical problems.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 21 st century.
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 21 st century.
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 10 mm
Width: 10 mm
Thickness: 10 mm
Weight
406 gr
ISBN-13
978-0-13-158673-4 (9780131586734)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Frederick D. Drake | Lynn R. Nelson
Engagement in Teaching History
Theory and Practices for Middle and Secondary Teachers
Book
10/2004
Pearson
€25.99
Article exhausted; check for reprint
Persons
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.
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.
Content
PART I--Theoretical Background
Chapter 1--Teaching History
The Present and the Past
Organizing History Around Questions
Primary Sources and Interpretive Narrative Sources
Importance of Historical Thinking
History As An Essential School Subject
Understanding the Meanings of History
The Relationship Between History and Civic Education
Deliberative Discussions
Chapter 2--The History of Teaching History
Searching for the Golden Age of History Education
History, Primary Sources, and Literature
History in the Common School
U.S. History Rivals World and General History
Mimetic and Transformative Traditions of Teaching
Interest Groups Vie to Control the Schools' Curricula
History as a Core Discipline
History and the Creation of Social Studies
History and the New Social Studies Projects
History and the Decision-Making Model
History on the Wane
History Makes a Revival
Social Studies Defined
History Makes a Revival Again
Internal Disputes
Chapter 3--Historical Thinking
What Is Historical Thinking?
Historical Thinking and Historical Consciousness
Historical Thinking and Causal Explanations
Historical Thinking and Frame of Reference
The Need to Teach Historical Thinking
Structured Analysis Guides and Creative Historical Thinking
Students' Minds Are Not Blank Slates
Teaching Scaffolds
Creating a Framework for Meaningful Learning
PART II--Planning and Assessment
Chapter 4--Organizing Your History Courses: Making Content Choices
The Issue of Time
The Purpose of History Education
Chronological Organization of History
Thematic Organization of History
Content Choices for World History
Conent Choices for U.S. History
The Past as a Wooded Thicket
Chapter 5--Lesson and Unit Planning
Textbooks and Standards
Lesson Plans
Creating a Unit Plan
Chapter 6--Creating Historical Understanding and Communication through Performance Assessment
Peformance Assessment and Historical Literacy
Knowledge Dimension
Reasoning Dimension
Communication Dimension
A History Rubric
Recommendations Regarding the Use of Rubrics
Samples of Performance Assessment
PART III--Instruction
Chapter 7--Using Primary Sources: The First-, Second-, and Third-Order Approach
Five Typologies of Primary Sources
Conventional Practices in Using Primary Sources
Using First-, Second-, and Third-Order Primary Sources
Selecting First- and Second-Order Documents
An Example of the First-, Second-, and Third-Order Approach
The Importance of Asking Questions
Editing First- and Second-Order Documents
Historical Narrative; the First-, Second-, and Third-Order Approach; and Analysis Guides
Assessing Historical Knowledge, Understanding, and Dispositions
Chapter 8--Considering and Doing Discussion in History Teaching
The Importance of Discussion
Variations of Discussions
Doing Discussions in Your Classroom
Initiating Inquiry
Deliberating on Time and Place
Varying Sources to Engage Students in Discussion
Chapter 9--Using Historical Images to Engage Your Students in the Past
Variety of Teaching Methods
Using Images to Engage Your Students in Discussions
Strategy 1: Analyzing an Image for Discussion: The People, Space, and Time Strategy
Strategy 2: Analyzing an Image for Discussion: Similarities and Differences
Strategy 3: Analyzing an Image for Discussion: Quadrantal/Hemispheric Analysis
Chapter 10--Using Writing to Engage Your Students in the Past
Writing and Historical Knowledge
Guidelines for Writing Assignments
Three Types of Writing
The Importance of Paragraphs
Effective Writing Assignments
Conclusion
Glossary
Index
Chapter 1--Teaching History
The Present and the Past
Organizing History Around Questions
Primary Sources and Interpretive Narrative Sources
Importance of Historical Thinking
History As An Essential School Subject
Understanding the Meanings of History
The Relationship Between History and Civic Education
Deliberative Discussions
Chapter 2--The History of Teaching History
Searching for the Golden Age of History Education
History, Primary Sources, and Literature
History in the Common School
U.S. History Rivals World and General History
Mimetic and Transformative Traditions of Teaching
Interest Groups Vie to Control the Schools' Curricula
History as a Core Discipline
History and the Creation of Social Studies
History and the New Social Studies Projects
History and the Decision-Making Model
History on the Wane
History Makes a Revival
Social Studies Defined
History Makes a Revival Again
Internal Disputes
Chapter 3--Historical Thinking
What Is Historical Thinking?
Historical Thinking and Historical Consciousness
Historical Thinking and Causal Explanations
Historical Thinking and Frame of Reference
The Need to Teach Historical Thinking
Structured Analysis Guides and Creative Historical Thinking
Students' Minds Are Not Blank Slates
Teaching Scaffolds
Creating a Framework for Meaningful Learning
PART II--Planning and Assessment
Chapter 4--Organizing Your History Courses: Making Content Choices
The Issue of Time
The Purpose of History Education
Chronological Organization of History
Thematic Organization of History
Content Choices for World History
Conent Choices for U.S. History
The Past as a Wooded Thicket
Chapter 5--Lesson and Unit Planning
Textbooks and Standards
Lesson Plans
Creating a Unit Plan
Chapter 6--Creating Historical Understanding and Communication through Performance Assessment
Peformance Assessment and Historical Literacy
Knowledge Dimension
Reasoning Dimension
Communication Dimension
A History Rubric
Recommendations Regarding the Use of Rubrics
Samples of Performance Assessment
PART III--Instruction
Chapter 7--Using Primary Sources: The First-, Second-, and Third-Order Approach
Five Typologies of Primary Sources
Conventional Practices in Using Primary Sources
Using First-, Second-, and Third-Order Primary Sources
Selecting First- and Second-Order Documents
An Example of the First-, Second-, and Third-Order Approach
The Importance of Asking Questions
Editing First- and Second-Order Documents
Historical Narrative; the First-, Second-, and Third-Order Approach; and Analysis Guides
Assessing Historical Knowledge, Understanding, and Dispositions
Chapter 8--Considering and Doing Discussion in History Teaching
The Importance of Discussion
Variations of Discussions
Doing Discussions in Your Classroom
Initiating Inquiry
Deliberating on Time and Place
Varying Sources to Engage Students in Discussion
Chapter 9--Using Historical Images to Engage Your Students in the Past
Variety of Teaching Methods
Using Images to Engage Your Students in Discussions
Strategy 1: Analyzing an Image for Discussion: The People, Space, and Time Strategy
Strategy 2: Analyzing an Image for Discussion: Similarities and Differences
Strategy 3: Analyzing an Image for Discussion: Quadrantal/Hemispheric Analysis
Chapter 10--Using Writing to Engage Your Students in the Past
Writing and Historical Knowledge
Guidelines for Writing Assignments
Three Types of Writing
The Importance of Paragraphs
Effective Writing Assignments
Conclusion
Glossary
Index