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A Handbook for History Teachers
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Publisher:
2012
Summary
History is not a mere chronicle of facts, but a dialogue between competing interpretations of the past; it should be taught as such. Teaching history in this way makes it both intellectually demanding and more interesting, while at the same time helps students acquire the knowledge and skills necessary to become functioning citizens in a democracy. The opening chapters provide the rationale for the study of history, its epistemological basis, and the logic of the discipline. The bulk of the book deals with practical ways to help students acquire, process, and apply information. In particular, it addresses the specific thinking skills required by the discipline, with many effective techniques for helping students to master them. The implications of this approach for teacher evaluation of student work are also addressed.
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Bibliographic data
Copyright year
2012
ISBN-Print
978-0-7618-5990-1
ISBN-Online
978-0-7618-5991-8
Publisher
Hamilton Books, Lanham
Language
English
Pages
302
Product type
Book Titles
Table of contents
ChapterPages
Contents No access
Acknowledgements No access
Introduction No access
Chapter 1 The Teaching of History - Rationale No access Pages 1 - 13
Chapter 2 The Nature of the Discipline No access Pages 14 - 23
Chapter 3 The Logic of History No access Pages 24 - 41
Chapter 4 Teaching the Nature of the Discipline No access Pages 42 - 57
Chapter 5 Helping Students Acquire Data – Lecture and Audiovisual No access Pages 58 - 75
Chapter 6 Helping Students Acquire Data – Reading No access Pages 76 - 94
Chapter 7 Reading Graphics No access Pages 95 - 108
Chapter 8 Processing Data No access Pages 109 - 126
Chapter 9 Translation into other Forms No access Pages 127 - 143
Chapter 10 Research No access Pages 144 - 160
Chapter 11 Writing No access Pages 161 - 178
Chapter 12 Recall and Test-Taking No access Pages 179 - 200
Chapter 13 Oral Questioning No access Pages 201 - 212
Chapter 14 The Nature of Document-Based Questions No access Pages 213 - 231
