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Purchase Benefits
What is included with this book?
Series Foreword | p. ix |
Acknowledgments | p. xv |
Introduction: History as Weapon | p. 1 |
A Lesson from Mississippi | p. 2 |
A Lesson from Vermont | p. 7 |
Why History Is Important to Students | p. 10 |
Why History Is Important to Society | p. 15 |
The Tyranny of Coverage | p. 19 |
Forests, Trees, and Twigs | p. 19 |
Winnowing Trees | p. 21 |
Deep Thinking | p. 23 |
Relevance to the Present | p. 25 |
Skills | p. 28 |
Getting the Principal on Board | p. 30 |
Coping with Reasons to Teach "As Usual" | p. 32 |
You Are Not Alone | p. 36 |
Bringing Students Along | p. 38 |
Expecting Excellence | p. 42 |
Racial and Socioeconomic Characteristics Affect Teacher Expectations | p. 42 |
Research on Teacher Expectations | p. 47 |
"Standardized" Tests Affect Teacher Expectations | p. 49 |
Statistical Processes Cause Cultural Bias in "Standardized" Tests | p. 51 |
Social Class Affects "Standardized" Test Scores | p. 54 |
Internalizing Expectations | p. 56 |
Teachers and "Standardized" Tests | p. 58 |
Teachers Can Create Their Own Expectations | p. 60 |
Historiography | p. 68 |
A Tale of Two Eras | p. 68 |
The Civil Rights Movement, Cognitive Dissonance, and Historiography | p. 71 |
Studying Bad History | p. 76 |
Other Ways to Teach Historiography | p. 80 |
Doing History | p. 83 |
Doing History to Critique History | p. 83 |
Writing a Paper | p. 87 |
How and When Did People Get Here? | p. 103 |
A Crash Course on Archeological Issues | p. 105 |
Presentism | p. 109 |
Today's Religions and Yesterday's History | p. 110 |
Conclusions About Presentism | p. 112 |
Chronological Ethnocentrism | p. 113 |
Primitive to Civilized | p. 114 |
Costs of Chronological Ethnocentrism | p. 116 |
Why Did Europe Win? | p. 123 |
The Important Questions | p. 123 |
Looking Around the World | p. 124 |
Explaining Civilization | p. 127 |
Making the Earth Round | p. 128 |
Why Did Columbus Win? | p. 131 |
The Columbian Exchange | p. 133 |
Ideological Results of Europe's Victory | p. 136 |
Cultural Diffusion and Syncretism Continue | p. 137 |
The $24 Myth | p. 141 |
Deconstructing the $24 Myth | p. 141 |
A More Accurate Story | p. 145 |
Functions of the Fable | p. 147 |
Overt Racism? | p. 150 |
Additional Considerations | p. 153 |
Teaching Slavery | p. 155 |
Relevance to the Present | p. 155 |
Hold a Meta-Conversation | p. 159 |
Slavery and Racism | p. 162 |
Four Key Problems of Slave Life | p. 165 |
Additional Problems in Teaching the History of Slavery | p. 170 |
Why Did the South Secede? | p. 175 |
Teachers Votes | p. 175 |
Teaching Against the Myth | p. 179 |
Examining Textbooks | p. 183 |
Genesis of the Problem | p. 186 |
The Nadir | p. 189 |
Contemporary Relevance | p. 189 |
Onset of the Nadir | p. 192 |
Historical Background | p. 194 |
Underlying Causes of the Nadir of Race Relations | p. 195 |
Students Can Reveal the Nadir Themselves | p. 197 |
During the Nadir, Whites Became White | p. 200 |
End of the Nadir | p. 204 |
Implications for Today | p. 206 |
Afterword: Still More Ways to Teach History | p. 209 |
Notes | p. 213 |
Index | p. 237 |
About the Author | p. 248 |
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