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

Engagement in Teaching History: Theory and Practices for Middle and Secondary Teachers, 2nd edition

  • Frederick D. Drake
  • Lynn R. Nelson

Published by Pearson (February 14th 2008) - Copyright © 2009

2nd edition

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

ISBN-13: 9780131586734

Includes: Paperback
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$58.66 $73.32

What's included

  • Paperback

    You'll get a bound printed text.


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.   

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<

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