Engagement in Teaching History: Theory and Practices for Middle and Secondary Teachers

by Drake, Frederick D.; Nelson, Lynn R.

• ISBN13: 9780130307804
• ISBN10: 0130307807
• Edition: 1st
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Allyn & Bacon

Summary

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inquiry, teaching toward chronological thinking, encouraging deliberative discussions, and using primary sources/historical documents to ignite pupils' innate "detective" instincts and engage them in solving historical problems.For middle/secondary school science teachers, educators and aids.

Table of Contents

Theoretical Background

Teaching History

The History of Teaching History

Historical Thinking

Planning And Assessment

Organizing Your History Courses: Making Content Choices

Lesson and Unit Planning

Creating Historical Understanding and Communication through Performance Assessment.

Instruction.

Using Primary Sources: The First-, Second-, and Third-Order Approach

Considering and Doing Discussion in History Teaching

Using Historical Images to Engage Your Students in the Past

Using Writing to Engage Your Students in the Past

Conclusion

Glossary

Index

Table of Contents provided by Publisher. All Rights Reserved.

Excerpts

At a recent social studies educators' conference, we listened attentively to the varied attempts of social studies educators to answer this important question: What teaching strategies are consistent with an aim toward education for democracy? The social studies specialists came from all regions of the United States. We listened as they brainstormed to come up with a list of teaching strategies. These included mock trials, debate, Socratic dialog, simulated congressional hearings, role-playing, cooperative learning, moral dilemmas, deep concept exploration, problem solving, research in public policy, hearings, good lectures, docudramas, and community resources. All of these ideas represent very good teaching and useful teaching strategies. Note, however, that not one social studies expert mentioned the use of primary sources. Written history is based on primary sources such as official documents, letters, diaries, oral histories, speeches, newspaper articles, and other archival materials.This book seeks to resurrect history as an integral part of civic education. As social studies evolved into a broad field of study, history, as a subject, lost its central role. The study of history loses its importance when students do not realize that significant knowledge of the past is based on the interpretation of factual data. Knowing about the past gives meaning to the present and may give hints as to what will happen in the future. How Do We Effectively Teach History?How can history be taught effectively? That is the question! Should we lecture? David M. Kennedy and Michael Whelan assure us that a good story is a powerful way to help students learn. Kennedy, a Stanford University history professor who has written a well-known AP U.S. history textbook, states, "There is something innate in the human mind that makes the narrative form an especially attractive medium in which to contain, transmit, and remember important information." Whelan remarks, "If you are going to lecture, you had better make it memorable."How often should we lead classroom discussions? Discussions of content help students formulate their thinking about history. How can we ensure that all students have an opportunity to participate in an informed way during discussions? How can we generate informed discussions that avoid opining and "blather," which are often the pitfalls of discussions?When and how do we introduce students to primary sources? Primary sources offer a rich contextual understanding of the past. How can we help students analyze primary sources and make connections to a larger narrative of the past? How do we connect our teaching with national and state standards? How should we evaluate students' knowledge and understanding of history?This book responds to these questions as we explore the following key elements of history instruction: Student involvement in historical inquiry The careful integration of primary sources and narratives in the teaching of history Teaching toward chronological thinking and vital themes and narratives with historians' habits of mind The use of historical documents to develop in students a detective approach to solving historical problems The use of a systematic approach to improve students' historical thinking The use of deliberative discussions, in a controlled setting, to develop a durable framework of historical knowledge The use of practical means of evaluation to measure the level of students' learningTeachers will be able to apply our ideas for selecting content, methods of instruction, and assessment of student learning. The methods we present in this book are a powerful means to develop students' understanding of history and their ability to use this knowledge in discussing issues past and present. These methods are not novel or magical, but they are useful and effective. This book emphasizes certain