Lynn R. Nelson is an Associate Professor of Curriculum and Instruction at Purdue University.
Summary
"With an emphasis on engaging students in historical inquiry, problem solving, and discussion, Engagement in Teaching History offers a wealth of ideas for prospective teachers of history. The book addresses the selection of content, methods of instruction, and ways to assess students' learning. By following the text's guidelines for involving learners in historical inquiry, teaching-toward chronological thinking, encouraging deliberative discussions, and using primary sources, teachers will ignite students' innate "detective" instincts and encourage them to think critically about historical events."--BOOK JACKET.
Table of Contents
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 Primar
