Teaching History at University

Drawing on a wide range of international research, reflections and experiences of univeristy historians, this book links theory and practice and examines how high quality history teaching and learning can be acheived today in universities ...

Teaching History at University

Drawing on a wide range of international research, reflections and experiences of univeristy historians, this book links theory and practice and examines how high quality history teaching and learning can be acheived today in universities world wide.

Teaching History

Reflective practice is at the heart of effective teaching, and this book will help you develop into a reflective teacher of history.

Teaching History

Reflective practice is at the heart of effective teaching, and this book will help you develop into a reflective teacher of history. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make the best use of resources and how to assess pupils' progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a history teacher. The book comes with access to a companion website, where you will find: - Videos of real lessons so you can see the skills discussed in the text in action - Transcripts from teachers and students that you can use as tools for reflection - Links to a range of sites that provide useful additional support - Extra planning and resource materials. If you are training to teach history, citizenship or social sciences this book will help you to improve your classroom performance by providing you with practical advice, and also by helping you to think in depth about the key issues. It provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE. Ian Phillips is course leader for PGCE History (and Teaching and Learning Fellow) at Edge Hill University.

The Practice of University History Teaching

The practice of university history teaching provides a guide to good practice and its development in the teaching and learning of history in universities and colleges . Its wide range of contributors examine recent thinking on the ...

The Practice of University History Teaching

This work provides a guide to good practice and its development in the teaching and learning of history in universities and colleges. It examines recent thinking on the teaching of the subject, surveys practices, and provides advice to teachers.

Methods of Teaching History

self know practically is the teaching of history in universities , and I suppose it may be laid down as a general principle that reforms in education must begin at the university . The school is fettered to the university , since to the ...

Methods of Teaching History


Teaching History in the New Europe

If so, what kind and how? For what, and whose, purposes? And who decides what pupils learn? Teaching History in the New Europe was prompted by an influential symposium entitled 'History Teaching in the New Europe'.

Teaching History in the New Europe

Drawing on Council of Europe material and his long experience of teaching and observing history in schools, the author attempts a definition of 'Europe', asks whether Europeans have anything in common and what is new about the 'New Europe'. In particular, he asks why young Europeans should learn history at all. If so, what kind and how? For what, and whose, purposes? And who decides what pupils learn? Teaching History in the New Europe was prompted by an influential symposium entitled 'History Teaching in the New Europe'. It will be invaluable to all those who are concerned with teaching history, as well as having an interest in European history and culture.

Teaching U S History Thematically

This book offers the tools teachers need to get started with an innovative approach to teaching history, one that develops literacy and higher-order thinking skills, connects the past to students’ lives today, and meets Common Core State ...

Teaching U S  History Thematically

This book offers the tools teachers need to get started with an innovative approach to teaching history, one that develops literacy and higher-order thinking skills, connects the past to students’ lives today, and meets Common Core State Standards (grades 7–12). The author provides over 60 primary sources organized into seven thematic units, each structured around an essential question from U.S. history. As students analyze carefully excerpted documents—speeches by presidents and protesters, Supreme Court cases, political cartoons—they build an understanding of how diverse historical figures have approached key issues. At the same time, students learn to participate in civic debates and develop their own views on what it means to be a 21st-century American. Each unit connects to current events and dynamic classroom activities make history come alive. In addition to the documents themselves, this teaching manual provides strategies to assess student learning; mini-lectures designed to introduce documents; activities to help students process, display, and integrate their learning; guidance to help teachers create their own units; and more. “Full of thought-provoking questions, engaging primary source documents, and an impressive array of classroom activities, this is a must-have resource for history teachers looking to stay relevant in our modern learning landscape.” —Diana Laufenberg, lead teacher and executive director, Inquiry Schools, Philadelphia, PA “A useful resource for novice and experienced history teachers, social studies teacher educators, homeschooling, and community educators. I am excited to use it in my college classes; this is required reading!” —LaGarrett King, University of Missouri “A remarkably thoughtful and engaging aid to teaching U.S. history. Using carefully chosen primary documents, Metro raises pointed questions that will help teachers and students alike wrestle with the place of the past in the present.” —Jill Lepore, Harvard University

Why Won t You Just Tell Us the Answer

Reinventing my classroom: making historical thinking reality -- Introducing historical thinking: Nat Turner's Rebellion of 1831 -- Text, subtext, and context: evaluating evidence and exploring President Theodore Roosevelt and the Panama ...

 Why Won t You Just Tell Us the Answer

Every major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach history -- lecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations. --from publisher description.

Teaching History Creatively

This book tackles both issues head on, introducing teachers to the wealth of available approaches to historical enquiry, which will ensure creative, effective learning.

Teaching History Creatively

The fully updated second edition of Teaching History Creatively introduces teachers to the wealth of available approaches to historical enquiry, ensuring creative, effective learning. This book clearly sets out the processes of historical enquiry, demonstrating how these are integrally linked with key criteria of creativity and helps readers to employ those features of creativity in the classroom. Underpinned by theory and research, it offers informed and practical support and is illustrated throughout with examples of children s work. Key themes addressed include: investigating sources using archives in your own research project becoming historical agents and history detectives drama for exploring events myths and legends communicating historical understanding creatively. With brand new chapters from the Stone Ages to the Iron Age, using prehistoric sources; The withdrawal of the Romans and the conquest and settlement of Britain by the Anglo-Saxons, in addition to many new case studies, this exciting edition puts an emphasis on accessible, recent research, new evidence and interpretations and encourages the creative dynamism of the study of history. Teaching History Creatively provides vivid and rich examples of the creative use of sources, of approaches to understanding chronology and concepts of time and of strategies to create interpretations. It is an essential purchase for any teacher or educator who wishes to embed creative approaches to teaching history in their classroom. "

How to Study and Teach History

... Methods of Teaching American History , Practical Methods in Higher Historical Instruction , On Methods of teaching Political Economy , Historical Instruction in the Course of History and Political Science at Cornell University ...

How to Study and Teach History


Teaching Women s History

Teaching Women s History


Reading Thinking and Writing About History

This practical guide presents six research-tested historical investigations along with all corresponding teacher materials and tools that have improved the historical thinking and argumentative writing of academically diverse students.

Reading  Thinking  and Writing About History

This practical guide presents six research-tested historical investigations along with all corresponding teacher materials and tools that have improved the historical thinking and argumentative writing of academically diverse students.

Perspectives

Wake Forest University seeks a visiting instructor / assistant professor of American religious history , to begin in August 2004 , for a one - year position , renewable to three years . An ability and willingness to teach world ...

Perspectives


Municipal Government and Land Tenure

( 1000 B.C. to 1880 A.D. ) An Application of the Scientific Method to the Teaching of History . By Mary D. SHELDON , formerly Prof. of History in Wellesley College . Price by mail , $ 1.75 . This book has been prepared in order that the ...

Municipal Government and Land Tenure


Teaching World History as Mystery

D.(2005) Maps Christain, ofTime:An Introduction toBig History, Berkeley: University ofCalifornia Press. Crosby,A.W. (1998)Ecological Imperialism, Cambridge, UK:Cambridge University Press. Daniels, H.andCole, M.(eds.) ...

Teaching World History as Mystery

Offering a philosophy, methodology, and examples for history instruction that are active, imaginative, and provocative, this text presents a fully developed pedagogy based on problem-solving methods that promote reasoning and judgment and restore a sense of imagination and participation to classroom learning. It is designed to draw readers into the detective process that characterizes the work of professional historians and social scientists ─ sharing raw data, defining terms, building interpretations, and testing competing theories. An inquiry framework drives both the pedagogy and the choice of historical materials, with selections favoring the unsolved, controversial, and fragmented rather than the neatly wrapped up analysis of past events. Teaching World History as Mystery: Provides a balanced combination of interestingly arranged historical content, and clearly explained instructional strategies Features case studies of commonly and not so commonly taught topics within a typical world/global history curriculum using combinations of primary and secondary documents Discusses ways of dealing with ethical and moral issues in world history classrooms, drawing students into persisting questions of historical truth, bias, and judgment

Addressing Special Educational Needs and Disability in the Curriculum History

Bristol: University of the West of England & ASDAN. ... Haydn, T., Stephen, A., Arthur, J. & Hunt, M. (2014) Learning to teach history in the secondary school (4th ed.). ... Husbands, C. (1996) What is history teaching?

Addressing Special Educational Needs and Disability in the Curriculum  History

The SEND Code of Practice (2015) has reinforced the requirement that all teachers must meet the needs of all learners. This topical book provides practical, tried and tested strategies and resources that will support teachers in making history lessons accessible and exciting for all pupils, including those with special needs. The authors draw on a wealth of experience to share their understanding of special educational needs and disabilities and show how the history teacher can reduce or remove any barriers to learning. Offering strategies that are specific to the context of history teaching, this fully revised edition will enable teachers to: Make history education accessible and engaging to pupils of all abilities Create an inclusive classroom environment that responds to the emotional needs of the class and nurtures a culture of learning Develop inclusive practical demonstration and role play techniques to aid conceptual understanding Set assessment objectives Deploy in-class support effectively An invaluable tool for continuing professional development, this text will be essential for teachers (and their teaching assistants) seeking guidance specific to teaching history to all pupils, regardless of their individual needs. This book will also be of interest to SENDCOs, senior management teams and ITT providers. In addition to practical activities and supporting material contained in the book, there are also free online resources for readers to download and use in the preparation of successful, inclusive lessons for all pupils.