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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
|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|
|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|
|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|
|Creating a Framework for Meaningful Learning|
|Planning and Assessment|
|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|
|Lesson and Unit Planning|
|Textbooks and Standards|
|Creating a Unit Plan|
|Creating Historical Understanding and Communication through Performance Assessment|
|Peformance Assessment and Historical Literacy|
|A History Rubric|
|Recommendations Regarding the Use of Rubrics|
|Samples of Performance Assessment|
|Using Primary Sources: The First-, Second-, and Thir|
|Table of Contents provided by Publisher. All Rights Reserved.|