Teaching history for the common good / Keith C. Barton, Linda S. Levstik.

Format:

Book

Author/Creator:

Barton, Keith C.

Contributor:

Levstik, Linda S.

Language:

English

Subjects (All):

History--Study and teaching (Elementary)--United States.

History.

History--Study and teaching (Elementary).

Civics.

Civics--Study and teaching (Elementary).

History--Study and teaching (Middle school).

United States.

History--Study and teaching (Middle school)--United States.

Civics--Study and teaching (Elementary)--United States.

Civics--Study and teaching (Middle school)--United States.

Physical Description:

xi, 288 pages : illustrations ; 24 cm

Place of Publication:

Mahwah, N.J. : Lawrence Erlbaum Associates, 2004.

Summary:

This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action, it addresses the breadth of social practices, settings, purposes & tools that influence students' developing un

Contents:

1 A Sociocultural Perspective on History Education 1

Using Theory and Research to Make Sense of History Education 3

The Four Stances: Purpose and Practice in Learning History 7

Tools for Making Sense of the Past 10

Children and Adults as Active Agents of Historical Learning 12

Contexts of Historical Learning 17

2 Participatory Democracy and Democratic Humanism 25

The Need for a Rationale for History Education 26

Public Education and Democratic Citizenship 28

Education for Democratic Participation 35

3 The Identification Stance 45

Identification With Personal and Family History 46

National Identification 48

Identification of the Present With the National Past 54

Identification, Participation, and Pluralism 57

4 The Analytic Stance 69

The History of the Present 70

Learning Lessons From the Past 75

Learning How Historical Accounts Are Created 82

5 The Moral Response Stance 91

Remembrance and Forgetting 92

Fairness and Justice 97

Heroes and Heroism 102

6 The Exhibition Stance 110

Exhibition as Personal Fulfillment 111

Exhibition as Accountability 113

Exhibition as Service to Others 118

7 Narrative Structure and History Education 129

The Meaning of Narrative 129

Students and Historical Narratives 132

Affordances and Constraints of Narrative 136

Narrative Structure as a Cultural Tool 139

8 Narratives of Individual Achievement and Motivation 150

The Role of Individual Narratives in History Education 151

The Appeal and Limitations of Individual Narratives 154

Individual Narratives as a Cultural Tool 159

9 The Story of National Freedom and Progress 166

Appropriation of the U.S. National Narrative 167

Diversity in Use of the National Narrative 171

Affordances and Constraints of the Narrative of Freedom and Progress 177

10 Inquiry 185

Inquiry as Reflective Thought 186

Affordances of Inquiry as a Tool 188

Students Engaging in Inquiry: Problems and Possibilities 191

The Tool of Inquiry and Its Component Parts 197

11 Historical Empathy as Perspective Recognition 206

The Components of Historical Empathy 208

A Sense of "Otherness" 210

Shared Normalcy 211

Historical Contextualization 213

Multiplicity of Historical Perspectives 215

Contextualization of the Present 218

The Constraint of Empathy as Perspective Recognition 221

12 Empathy as Caring 228

Varieties of Care in History Education 229

Caring About 229

Caring That 232

Caring For 234

Caring To 237

The Place of Care in the Tool Kit of History Education 240

13 Teacher Education and the Purposes of History 244

Teacher Knowledge and Education Reform 245

The Pedagogical Content Knowledge of History Teachers 246

Pedagogical Content Knowledge and Classroom Practice 248

The Practice of History Teaching 252

The Role of Purpose in History Teaching 254

Changing the Practice of History Teaching 258.

Notes:

Includes bibliographical references and indexes.

ISBN:

0805839305

0805839313

OCLC:

52750060