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Understanding History
What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education? The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students' ideas about the discipline of history and the knowledge it produces. The second part looks in detail at teachers' own ideas about teaching. Featuring contributions from authors throughout t...
Contemporary Public Debates Over History Education
The 6th book of the International Review of History Education Series, Contemporary public debates over history education, presents public debates on history education as they appear in 14 different areas of the world, in Asia, Europe, North and South America. In alphabetical order: in Brazil, by Maria Auxiliadora Schmidt and Tânia Braga Garcia, in Canada, by Peter Seixas, in England, by Rosalyn Ashby and Christopher Edwards, in Greece, by Irene Nakou and Eleni Apostolidou, in Israel, by Eyal Naveh, in Japan and South Korea, by Yonghee Suh and Makito Yurita, in Northern Ireland, by Alan McCully, in Portugal, by Isabel Barca, in Quebec (Canada), by Jean-Francois Cardin, in Singapore, by Suhai...
Joined-up History
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘caus...
National History Standards
As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconc...
Raising Standards in History Education
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Using New Technologies to Enhance Teaching and Learning in History
Nearly all history teachers are interested in how new technology might be used to improve teaching and learning in history. However, not all history departments have had the time, expertise and guidance which would enable them to fully explore the wide range of ways in which ICT might help them to teach their subject more effectively. This much-needed collection offers practical guidance and examples of the ways in which new technology can enhance pupil engagement in the subject, impact on knowledge retention, get pupils learning outside the history classroom, and help them to work collaboratively using a range of Web 2.0 applications. The chapters, written by experienced practitioners and e...
Understanding History Teaching
"Drawing on fieldwork in secondary schools and on research studies worldwide, the authors pose fundamental questions about the way teachers teach and learners learn" -- book cover.
Learning to Teach History in the Secondary School
In some hands, history can be an inspirational and rewarding subject, yet in others it can seem dry and of little relevance. The aim of this textbook is to enable student teachers to learn to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice. This is the third edition of a textbook that has established itself as the leading text for student teachers of history. It has been thoroughly updated, with a revised chapter on the use of ICT in history teaching and major new sections in the areas of inclusion, resources, assessment and professional de...
War, Nation, Memory
The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world’s population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted “truth” about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in th...
The Wiley International Handbook of History Teaching and Learning
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptua...
