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 Primary Sources: The First-, Second-, and Third-Order Approach
Five Typologies of Primary Sources
Conventional Practices in Using Primary Sources
Using First-, Second-, and Third-Order Primary Sources
Selecting First- and Second-Order Documents
An Example of the First-, Second-, and Third-Order Approach
The Importance of Asking Questions
Editing First- and Second-Order Documents
Historical Narrative; the First-, Second-, and Third-Order Approach; and Analysis Guides
Assessing Historical Knowledge, Understanding, and Dispositions
Chapter 8—Considering and Doing Discussion in History Teaching
The Importance of Discussion
Variations of Discussions
Doing Discussions in Your Classroom
Initiating Inquiry
Deliberating on Time and Place
Varying Sources to Engage Students in Discussion
Chapter 9—Using Historical Images to Engage Your Students in the Past
Variety of Teaching Methods
Using Images to Engage Your Students in Discussions
Strategy 1: Analyzing an Image for Discussion: The People, Space, and Time Strategy
Strategy 2: Analyzing an Image for Discussion: Similarities and Differences
Strategy 3: Analyzing an Image for Discussion: Quadrantal/Hemispheric Analysis
Chapter 10—Using Writing to Engage Your Students in the Past
Writing and Historical Knowledge
Guidelines for Writing Assignments
Three Types of Writing
The Importance of Paragraphs
Effective Writing Assignments
Conclusion
Glossary
Index
